CHAPTER 1 Introduction
Acquisition of sport skill understanding on how knowledge
about movement in sport is organized and how human studies
relates to other discipline.
Motor Control understanding the process responsible for
the acquisition, performance and retention of motor skill.
Skill an athletes ability to choose n perform the right
technique at the right time, successfully, regularly, n with a
minimum of effort.
Learned ability to bring about predetermined results with
amaximum of certainty, often with aminimum outlay of time or
energy, or both Knapp
3 factor motor skill are effected:
- how precise a movement is
- whether the movement has a defnite beginning and end
- whether the environment affects the performance of t skill
Motor learning involves the study of:
- acquisition of new skill
- oerformance enhancement of well-learned skills
- reacquisition of skill following injury, diseace, ect
Motor control: hw t neuromusclr system func to enable
coordinated movement.
Motor development: human devlpmt fr infancy to old age
Motor skill classification that use 1 dimension approaches
- size of primary musculature required
- specificity of where actions begn or end (discrete continuous)
- stability of the environment context (closed ms, open ms)
3 skill categories
Cognitive sk inv primarily the brain (reading, analysize)
Preceptual sk inv on how an individual interprets stimuli
Motor sk inv physical movement (running, ect)
Gross skills inv large muscle mvment, whre the major
muscle groups r involved.
Fine skills inv intricate movement using small muscle group,
tend to b precise n generally involve h lvl of hand eye crdinatn
Expert a person who is located at the extreme right end of
the learning stages continuum.
CHAPTER 4 Stages of sports skill acquisition
Classification of motor skills
Closed skills stable, predictable env where critical info does
not change during perfmance of the skill. Golf
Open skills require flexibity n adapttin in the execution of a
skill under time pressure eg netball, soccer basketball
Serial skill made up fr number of discrete skill. Chnge gear
Continuous skill dont hv clear beginning or ending. Cycling
Fitts n Posned three stage model stanges of motor
learning
Verbal cognitive help to define the needs of the learner at
different stges. Careful selection of an appropriate
instructional process. Provide accurate demo n sequence
verbal cues for the learner help the learners to organize their
beginning attempts at a skill.
Associative Aspects of the movement they r trying to learn.
Work on areas such as timing, speed, force levels, direction,
follow through n had position becomes meaningful. The
learner at this associative phase can work on one aspect or one
part of the skill without much attention. The learner also can
begin to concentrate on other things besides the skill. Can
begin gradually in increase the complexity of the practice
conditions.
Autonomous Learning a motor skill does not hace to
concentrate on the movement but can focus energy on the
areas. Skill is almost automatic and habitual. The production of
skill without focusing detail on doing the skill. Focus to place
the ball or outwit the opponent.
Requirements for learning a motor skills
- Prerequisite Clear idea of the task Motivational
Practice
Types of feedback
Internal info received fr body
External info received fr outside the body.
Intrinsic miss the target
Augmented coach comment
CHAPTER 5 Stages of learning
Fitts and Posner (1967) proposed motor skill learning
Cognitive stage: The beginning or initial stage on the learning
stages continuum. Beginner focus on solving cognitively-
oriented problems. Performance is marked by a large number
of errors. Performance showing lack of consistency from one
attempt to the next.
Associative stage: Person has learned to associate cues from
the environment with required movements; works to refine
performance to be more consistent. Intermediate stages on the
learning stages continuum. Perdormance fewer and less gross
errors becouase of acquired n basics fundamentals or
mechanics of the skills. Refered as refining stage. People
acquire the capability to detect n identify some of their
performance errors.
Autonomous stage: Final stage where performance of the skill
is automatic (in terms of attention demanded). Skill is
become habitual n automatic. Variability is small, skill
performed consistent. People in this stages do not consciously
think about what they are doing while performing.
Motor abilities (ackerman 1988)
General intelligence memory related process
Perceptual speed ability ability to solve problems of
increasing complexity & with speed of processing info
Psychomotor ability relate to speed & accuracy of movement
with little cognitive involvement.
CHAPTER 7 Skill Transfer
Near transfer adapt learned skill in competition (penalty)
Far transfer general capabilities for variety skills.
Skill modification to make easier b4 acquire complex skill
CHAPTER 8 transfer of skill
The influence of previous experiences on performing a skill in
a new context or learning a new skill.
Types of skill transfer
Positive t 1st skill sama dgn 2nd skill
Negative t 2 skill yg berbeza, cth squash n tennis
Zero t no influence fr 1st skill, new skill learned
CHAPTER 9 Type of transfer
Positive vs negative (new vs far)
Positive t the previously learned skill facilitates the learning
of a new skill (qymnas to aerial skiing)
Negative t the previously learned skill hinders the learning of
new skill. (tenning elbow to squash wrist
Facilitation
Proactive transfer The practice on the task affects the
learning performance of a subsequent task (kicking in futsal)
Retroactive transfer The practice of one task affects the
performance of a previously learned or practice task (netball
player, basketball)
Inhibition -
CHAPTER 10 Vision
Role of vision in motor control
- Monocular vs Binocular vision
Binocular vision important for depth perception when 3-
dimensional features involved in performance situation,
reching, walking on cluttered pathway
- Central and peripheral vision
Foveal vision. Provides specific inf to allow us to achieve action
goals. Get specific characteristic info, size, shape, walk on
pathway.
- Perception (action coupling)
Coupling of a perceptual event and an action. The amount of
time untul the object contact the person
- Amount of time needed for movement correction
Concerns visions feedback role during movement
- Time to contact
Concern situation in which object moving to person must be
intercept. Person moving toward object needs to contact or
avoid contact with object.

CHAPTER 11 Role of vestibular system

The vestibular system detects motion of the head-in-space and
in turn generates reflexes that are crucial for our daily
activities, such as stabilizing the visual axis (gaze) and
maintaining head and body posture. The vestibular system
provides us with our subjective sense of movement and
orientation in space. The vestibular sensory organs are located
in the petrous part of the temporal bone in close proximity to
the cochlea, the auditory sensory organ. The vestibular system
controls the movements of the head and eyes during the
exercises, maintaining balance and allowing the visual control
of events movement

What does the vestibular system have to do?

Detect head movement and head position and provide the
brain with fast and accurate information about those
Generate fast and appropriate oculomotor, postural and
perceptual responses. Accomplished by means of the
specialized sensory regions within the membranous labyrinth
of the inner ear.
Input
FORCES produced by head movement and head position
Output
EYE MOVEMENT which compensate for the head movement
Vestibulo-ocular response (VOR) keep gaze stable
SENSATION- sense the movement
POSTURE- posture changes to ensure stability

How does the vestibular system work?

Vestibular receptors are FORCE detectors.
Head movement produces forces and vestibular receptors
detect those forces and initiate response.
Semi-circular canals- angular acceleration forces in orthogonal
planes: sagittal, frontal, tranverse
Otoliths- gravitational (up-down) & linear acceleration

CHAPTER 13 - Kinaesthetic
Golgi tendon organs (GTO
Inskeletal muscle near insertion of tendon, The type Ib sensory
axons is consist at the GTO. Detect changes in muscle tension
(force) Poor detectors of muscle length changes.
Muscle spindles = gamma motor neurons: stimulate the
intrafusal fibers to contract, shortening the muscle spindle.

Absolute error overall accuracy in performance

Constant error average deviation of learners attempt
Variable error consistency of performance.