Reviewer PED 110

1. Motor control is defined as the ability to regulate the mechanisms essential to movement.
2. Reflex Theory -Movement is controlled by stimulus-response. Reflexes are the basis for
movement. Reflexes are combined into actions that create behavior.
3. Dynamic Systems Theory - Movement emerges to control degrees of freedom. Functional
synergies are developed naturally through practice and experience and help solve the
problem of coordinating multiple muscles and joint movements at once.
4. Hierarchical Theory - Movement is controlled in a top-down manner throughout the nervous
system.
5. Motor Program Theory -The brain can hierarchically organize and store motor programs for
generating movement in case of the tasks with variety of effector system (a central motor
pattern) The spinal neural network would be able to produce locomotor rhythm without any
sensory stimuli or descending patterns from the brain, and movement could be elicited
without feedback.
6. Ecological Theory - The person, the task, and the environment interact to influence motor
behavior and learning. The interaction of the person with any given environment provides
perceptual information used to control movement. The motivation to solve problems to
accomplish a desired movement task goal facilitates learning.
7. Motor Learning - Motor learning is a set of processes associated with practice or experience
leading to relatively permanent changes in the capability for skilled movement.
8. Adams Closed Loop Theory - Based upon the concept of closed-loop process in motor
control, sensory feedback is used for the ongoing skilled movement. The more practices of
the specific movement by the individual, the stronger the perceptual trace and the less
incorrect movements would become.
9. Schmidt's Schema Theory - Generalized the motor program theory in motor control with
the use of schema concept. The term schema originally referred to an abstract
representation stored in memory following multiple presentations of a class of objects. He
proposed that motor programs are stored in the memory by generalizing the rules such as
spatial and temporal patterns of muscle activities needed to carry out a given movement.
10. Ecological Theory - Based upon the system theory and ecological theory of motor control.
Motor learning is occurred by the coordination of perception and action under the task and
environmental constraints. The perceptual information is a feedback occurred during and
after the movement and is related to the understanding of task goal and the movements to
be learned.
11. Cognitive stage - learns a new skill, or relearns an existing one. Need to practice the task
frequently, with supervision and guidance; acknowledge to make many mistakes and know
how to correct them in this process.
12. Associative stage - perform the task in a situation with specific environmental restrictions
make fewer errors during the activity and complete it more easily begin to understand how
the different components of a skill are interrelated
13. Autonomous phase - move in a variety of settings and maintain control throughout the
task.retain a skill and apply it in different settings through automatic movement.
14. Part-Whole Instruction In using the part-whole method the routine is broken down into its
constituent parts especially when a skill is complex or there is considered to be an element
of danger for the athlete, the parts can then be taught and then linked together to develop
the final skill.
15. The whole-part instruction, at first the athlete attempts the whole skill and the
coach/teacher monitors to identify those parts of the skill that the athlete is not executing
correctly. Part instruction can then be used to address the limitations.
16. Hands-on instruction - Is a direct instruction approach characterized by the use of verbal
instruction and demonstration to convey information to the learner as well as the provision
of feedback to guide skill development.
17. Hands-off instruction - Involves the purposeful manipulation of key constraints in order to
guide the learner in discovering optimal movement solutions.
18. Verbal Cues - Used to focus learners’ attention or prompt a movement or movement
sequence and should be concise, accurate, limited in number, and used repeatedly
throughout the learning process.
19. Demonstration - When providing an initial demonstration, the practitioner or model should
perform the whole skill in real time to give learners an idea of the movement.
20. Goal setting is a mental training technique that can be used to increase an individual's
commitment towards achieving a personal goal. Having a short or long-term goal can
encourage an individual to work harder, to be more focused on the task and to overcome
setbacks more easily.
21. Outcome Goals - Outcome goals are to do with winning or performing better than someone
else. They refer to the desired result.
22. Process goals, over which the individual has complete control, deal with the technique or
strategy necessary to perform well. Process goals can also be established to map the route to
achieving the desired Performance Goals. Process goals help focus attention and are very
effective in helping to control anxiety.
23. Performance goals specify a specific standard to be achieved. Performance goals are about
personal standards (for a runner this might be a time for a specific distance {33 minutes for
10km}) and as such are unaffected by the performance of others and so totally under the
control of the individual.
24. Specific - make them as precise and detailed as possible
25. Measurable - a method by which you can quantify or rate your current position and then
determine the amount of improvement required
26. Accepted - goals need to be shared and negotiated with all others involved
27. Realistic - the goal is realistic yet challenging
28. Time-phased - the date is set for when the goal is to be achieved by
29. Exciting - goal motivates the individual
30. Recorded - the goal and progress towards it are recorded.
31. G for goal - find out what they want to work on/discuss, and their specific goal for the
mentoring session and the short and long-term goals
32. R for reality - ask questions that help them to think about the current situation related to the
goal. This means asking questions that raise awareness and promote self-reflection and
thinking.
33. O for option - encourage them to generate as many options as possible without judging
them. This is the time to help them to think outside the box to find more creative solutions.
If they have run out of ideas, they may ask you for further ideas, or you may wish to offer
suggestions (if agreed)
34. W for will - use questions to help them determine which option to take, how and when to
take it.
35. Massed Practice - The skill is practiced until learned, without taking any breaks.
36. Distributed Practice - Practice which is interspersed with breaks.
37. Fixed - If the repetition of a specific movement pattern is the aim (closed skills), fixed
practice, with repetition to allow the movements to be ‘over-learned’ or ‘grooved’ is
appropriate.
38. Varied - Open skills are best practiced in an environment which is constantly changing or
variable.
39. Observation - When conducting an observation, the practitioner should identify the purpose
and key elements of the skill, determine the optimal viewing perspective, decide how many
trials to observe prior to making a judgement regarding performance quality, and choose
whether to record.
40. Errors can occur as a result to individual, task, or environmental constraints.
41. Feedback is a general term used to describe the information a learner receives about the
performance of movement or skill.
42. Retry - Simple modification of established pattern.
43. Refine - Improvement of established pattern
44. Rebuild - New pattern, difficult to correct, and extensive learning required
45. A gross skill requires large muscle groups (legs, back, chest), such as running.
46. A fine skill uses small or isolated muscles (wrist flexors, bicep), such as shooting.
47. A discrete skill has a clear beginning and end, such as a flip in gymnastics.
48. A serial skill combines a number of separate smaller skills to perform the larger more
complex skill, such as a lay up in basketball, which combines dribbling, catching, jumping and
shooting.
49. A continuous skill repeats a specific movement over and over again, such as running.
50. A self-paced skill has its timing and speed determined by the performer, such as a tennis
serve.
51. An externally paced skill has its timing and speed determined by external factors like
opposing players or music, such as rhythmic gymnastics or batting in baseball.
52. An open skill is performed in a constantly changing environment (weather, opposition,
surface).
53. A closed skill is performed in the same conditions every time, such as weight lifting.