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Chapter 08 Motor Behavior

8

Motor Behavior

Katherine T. Thomas and Jerry R. Thomas

C H A P T E R

What Is Motor Behavior?

  • The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.
  • Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.

(continued)

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What Is Motor Behavior? (continued)

  • Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)

Figure 8.1

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What Does a Motor Behaviorist Do?

  • Colleges or universities
  • Teaching
  • Research
  • Service

  • Other research facilities: hospitals, industrial, military
  • Research with applications related to setting
  • Grant writing

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Goals of Motor Behavior

  • To understand how motor skills are learned
  • To understand how motor skills are controlled
  • To understand how the learning and control of motor skills change across the life span
  • Three subdisciplines
  • Motor learning
  • Motor control
  • Motor development

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Three Subdisciplines of Motor Behavior

  • Motor Learning
  • Motor Control
  • Motor Development

Goals of Motor Learning

  • To explain how processes such as feedback and practice improve the learning and performance of motor skills
  • To explain how response selection and response execution become more efficient and effective

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Goals of Motor Control

  • To analyze how the mechanisms in response selection and response execution control the body’s movement
  • To explain how environmental and individual factors affect the mechanisms of response selection and response execution

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  • To explain how motor learning and control improve during childhood and adolescence
  • To explain how motor learning and control deteriorate with aging

Goals of Motor Development

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Motor Movements Studied Beyond Sport

  • Babies learning to use a fork and spoon
  • Dentists learning to control the drill while looking in a mirror
  • Surgeons controlling a scalpel; microsurgeons using a laser
  • Children learning to ride a bicycle or to roller skate

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Motor Movements Studied Beyond Sport (continued)

  • Teenagers learning to drive
  • Dancers performing choreographed movements
  • Pilots learning to control an airplane
  • Young children learning to control a pencil when writing or learning to type on a computer

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History of Motor Behavior

Five themes have persisted over the years in motor behavior research

Knowledge of results (feedback)

Distribution of practice

Transfer of training

Retention

Individual differences

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  • Late 1800s and early 1900s: Motor skills to understand cognition and neural control
  • 1939-1945: The World War II era—great interest in motor behavior research
  • 1940s, 1950s, 1960s: Glassow, Rarick, and Espenschade—research focused on how children acquire motor skills

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History of Motor Behavior (continued)

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History of Motor Behavior (continued)

  • 1960s
  • Memory drum theory: Franklin Henry, father of motor behavior
  • Motor behavior as a subdiscipline of kinesiology
  • 1970s to present
  • The influence of growth and maturation on motor performance
  • Developmental patterns of fundamental movements
  • Information processing theory
  • The study of motor learning and motor control in children

Focus of Motor Behavior Shifts

  • Initial focus was on cognition, biology, and military, not on motor behavior itself.

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Focus of Motor Behavior Shifts (continued)

  • Current focus has shifted to motor behavior itself.
  • Neuromuscular system controls and movement repetition
  • Potential treatments for diseases and injuries such as Parkinson’s disease and spinal cord injuries
  • Performance improvement in sport and physical activity
  • Technological advances that allow for a focus on real-world movements instead of movement invented in the laboratory just for research purposes

Research Methods in Motor Behavior

  • Types of studies (experimental designs)
  • Between-group
  • Within-group
  • Descriptive (participants receive no treatment)

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Research Themes in Motor Behavior

  • Practice
  • Feedback: Knowledge of results and performance
  • Transfer
  • Individual differences

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Motor Learning

  • The goal is to understand the role of practice, feedback, and individual differences.
  • Scheduling practice
  • Context of practice
  • Studies have included the early stages of learning and expert performers.
  • Typical studies have used average or typical performers doing novel tasks.

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Topics studied include

Practice

Before practice

Goal setting

Instructions

Demonstrations

Scheduling practice

Context of practice

Feedback: Knowledge of results and performance

Transfer

Individual differences

Motor Learning (continued)

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Figure 8.4

Chapter 8 - Hoffman (2005)

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Motor Control

  • Motor programs are proposed memory mechanisms that allow movements to be controlled.
  • As motor programs are developed, they become more automatic, allowing the performer to concentrate on the use of the movement in performance situations.

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  • Dynamical systems theory has challenged the motor program theory.
  • Dynamical systems theorists believe that a more direct link exists between perception and action, bypassing the need for motor programs.

Motor Control (continued)

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Motor Control: Five Areas of Research

  • Degrees of freedom: coordination of movement
  • Motor equivalency
  • Serial order of movements: coarticulation
  • Perceptual integration during movement
  • Skill acquisition

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Developmental Motor Learning
and Control

  • The goal is to understand skill acquisition across the life span.
  • Descriptive research includes baby biographies.

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Topics studied

  • Developmental changes in the mechanics of movement
  • Life span development
  • Experience
  • Changing neuromuscular systems across the life span
  • Growth and gender in the development of overhand throwing

Developmental Motor Learning and Control (continued)

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Motor Behavior

  • Important in all aspects of life
  • Infants and toddlers
  • Athletes
  • Employment (for instance, surgeons)
  • Important to many professions
  • Teaching
  • Coaching
  • Medicine
  • Therapy

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