Vincent B.

Cabanigan BPE III-A

B. Pre-test
Direction: Draw a visual organization and representation of your prior knowledge
about Motor Control. Write the key words inside the shapes at your own choice and then
draw arrows between the ideas that are related. Then you add a short explanation by the
arrow to explain how the concepts are related.

MOTOR
CONTROL

MOVEMENT

PLAN SENSORY
COORDINATED FEEDBACK TO
WITHIN CENTAL THE CENTRAL
NERVOUS NERVOUS
SYSTEM SYSTEM

 Motor control has the task that needs to be completed is identified with
a movement plan appropriate plan to meet the goal of the task.
 The plan coordinated within the CNS executed through motor neurons
in the brain stem and spinal cord, outcome communicated to the
muscles in postural and limb synergies, and in the head and neck then
the motor units timed to fire in a specific manner.
 The sensory feedback supplied to the CNS by the movement and
decision taken to modify the plan during execution, acknowledge the
goal of the task to be achieved, and store the information for future
performance of the same task-goal combination.
Acitivity 1: Reflection
Direction: Answer the question based on the concept presented. Write your answers in a
paragraph form.

1. Why knowledge of motor control is important in teaching exercise, sport and dance?
(Support your answer and cite your reference)

Knowledge of motor control is important because it allows the production of a new

motor skill develop and to increase the capacity to do the particular action.  It often
involves improving the smoothness and accuracy of movements and is necessary for
developing controlled movement and calibrating simple movements like reflexes.
The effective teaching of motor skills to students in school settings will directly impact
their future lifestyles and exercise habits. Motor control in exercise and sports is a set of
internal processes associated with practice or experience leading to relatively
permanent changes in the capability for skilled behavior . Motor control for dance is
the first resource to address motor learning theory from a dance perspective. As dance
training evolves and becomes more complex, knowledge of motor behavior is important
for the foundational in helping dancers learn and master new skills and become more
efficient in integrating the skills. Having enough knowledge to deal with an issue with
regards to motor learning will lead you to a successful career and profession and making
you out of knower, by that you can be able to properly manage your mechanism towards
skills and movement.

Reference
Internet source:
https://www.physiopedia.com/Motor_Control_and_Learning#:~:text=It%20allows
%20for%20the%20production,calibrating%20simple%20movements%20like
%20reflexes.

2. Search for 5 additional definitions of Motor Control. Cite your reference. Explain your
understanding to each definition.

1. Motor control is the study of postures and movements and the mechanisms that
underlie them (Rose & Christina, 2006). Also, motor control can be defined as the study
of how an individual can execute designated motor skills through the neuromuscular
control process in response to external environmental demands (Haywood & Getchell,
2009; Latash & Lestienne, This definition explained that motor control is also studying
the posture and movements of an individual, it makes us a guidelines on doing
movements and actions most likely in exercise and sports. It helps us to understand to
our actions and movements accordingly with our physical aerobatic movements.

Reference:
Internet source:
https://fitpublishing.com/sites/default/files/excerpt_appliedmotorlearning.pdf
2. Motor Control is defined as the process of initiating, directing, and grading
purposeful voluntary movement . The motor patterns are learned through
movement, interactions with rich sensory environments, and challenging
experiences that challenge a person to solve problems they encounter. The
knowledge about motor control and motor learning shape our understanding of how
individuals progress from novice to skilled motor performance throughout the
lifespan.  Our movements have a purpose and function that rely on our doings and
this will give us ideas in making it a better output. Through the initiation of
movements, it helps us to know how to control our body directions and lead us to
understand the purpose of making action without interfering the possible injuries.

Reference:
Internet source:
https://www.physio-pedia.com/Motor_Control_and_Learning#:~:text=It%20allows
%20for%20the%20production,calibrating%20simple%20movements%20like
%20reflexes.

3. Motor control is a complex process involving the coordinated contraction of muscles

due to the transmission of impulses sent from the motor cortex to it’s motor units. It is
“the process of initiating, directing, and grading purposeful voluntary movement”.
During the intended movement goal, the nervous system continues to assess its
performance and adjusts force, timing and tone accordingly with sensory information
from proprioceptors, visual and vestibular systems. This information that is obtained
can be stored from future performance of the same task. If this is then repeated, a new
skill can be learnt.

Reference:
Internet source:
https://exercise.trekeducation.org/motor-learning/

4. Motor control is a  solution that is arrived at by the individual, which satisfies
numerous and sometimes competing goals (e.g., to remain balanced, to reach a hot cup
without getting  burned,  to  avoid  obstacles,  to  move  quickly and accurately, to
minimize energy expenditure, to avoid  injury  or  uncomfortable  positioning).
This issue concerning what is controlled, prepared, or programmed in advance of a
movement and what is controlled as a movement unfolds dominates much of  the
discussion in the  motor  control  literature. For seemingly very simple movements like
balance and walking, to more complex movements that are considered  to
define many sporting accomplishments, the problem of motor control is enigmatic.

Reference:
Internet source:
http://psychology.iresearchnet.com/sports-psychology/motor-development/motor-
control-in-sport/

5. Motor control is defined as the systematic transmission of nerve impulses from the
motor cortex to motor units, resulting in coordinated contractions of muscles. This
definition describes motor control in the simplest terms—as a top-down direction of
action through the nervous system. In reality, the process of controlling movement
begins before the plan is executed and ends after the muscles have contracted. The
essential details of a movement plan must be determined by the individual before the
actual execution of the plan. The nervous system actively adjusts muscle force, timing,
and tone before the muscles begin to contract, continues to make adjustments
throughout the motor action, and compares movement performance with the goal and
neural code (instructions) of the initial motor plan.  If this movement pattern is
designed and executed well, it means that the person has developed a new skill. If this
pattern is incorrect and does not efficiently accomplish the movement goal, it means
that the outcome is abnormal.

Reference:
Internet source:
https://neupsykey.com/contemporary-issues-and-theories-of-motor-control-motor-
learning-and-neuroplasticity/

Activity 1.

Direction: Draw a visual organization and representation of your understanding about

Motor Development. Write the key words inside the shapes at your own choice and then
draw arrows between the ideas that are related. Then you add a short explanation by the
arrow to explain how the concepts are related.

MOTOR
DEVELOPMENT

FETAL MOVEMENT

NEWBORN PERIOD

GROSS MOTOR FINE MOTOR

SKILLS SKILLS
  Motor development is a continuous process from fetal life to maturity, evolving
from development of the central and peripheral nervous systems.  
 Fetal movement serves as the foundation for newborn motor skills, through the
emergence of tone, primitive reflexes, and general fetal movements.
 The newborn period through early infancy, inhibition of the fetal reflexes and
increasing strength and tone lead to progressive advancement in voluntary gross
motor and fine motor skills.
 Gross motor skills develop during infancy toward independent walking, followed
by expanded ambulation skills, including running, climbing, and engagement in
community-based activities such as athletics and dance.
 Fine motor development is centered on shoulder, arm, and hand use, with
refinement of movement into small hand and arm movements such as the pincer
grasp of late infancy or throwing during the toddler and preschool years

E. Activity/Exercise 1:

A. Share your Thoughts:

Direction: Based on the concept presented, discuss the following words.

a. Enigmatic

Enigmatic describes what is hard to solve or figure out. An enigmatic is someone who is

a bit mysterious to others. Enigmatic people are often unpredictable, suddenly voicing
an opinion you might have thought counter to their opinions or presence in general.
Don't follow the crowd. Instead, look for new ways of seeing and try to think creatively
around topics. Enigmatic people can control their emotions and passions so that the
front they present to the world appears composed, calm and unruffled.

b. Allocentric

Allocentric is a collectivistic personality attribute whereby people center their attention

and actions on other people rather than themselves. It is a psychological dimension
which corresponds to the general  cultural dimension of collectivism. In fact, allocentrics
"believe, feel, and act very much like collectivists do around the world. Allocentric
people tend to be interdependent, define themselves in terms of the group that they are
part of, and behave according to that group's cultural norms. They tend to have a sense
of duty and share beliefs with other allocentrics among their  in-group.  Allocentric
people appear to see themselves as an extension of their in-group and allow their own
goals to be subsumed by the in-group's goals.

c. Egocentric

Egocentric refers to someone's inability to understand that another person's view or

opinion may be different than their own. It represents a cognitive bias, in that someone
would assume that others share the same perspective as they do, unable to imagine that
other people would have a perception of their own. Egocentric people can find it difficult
to connect with others or maintain meaningful relationships for a long period of time.
The bias toward self can result in an egocentric person struggling at home, at work, and
within their intimate relationships. It can feel challenging to be around  someone who is
egocentric because you feel invisible or feel that you have no voice when spending time
with them.

d. Neurological

The term ‘neurological’ comes from neurology the branch of medicine that deals with
problems affecting the nervous system. The word  neuro means nerve and nervous
system. A neurologist can help identify the cause of symptoms and create a treatment
plan for both common and complex neurological conditions. During a neurological
exam, instruments, such as lights and reflex hammers, may be used to assess the
nervous system. Motor skills, balance, coordination and mental status may also be
tested. A neurological condition may often result in some degree of disability. People are
likely to have to make big changes to their lifestyles due to the effect of the condition on
their physical abilities and their sense of perception, memory, judgement and reasoning.
They may become less independent and require more physical and emotional care and
support in their daily lives. These conditions affect both children and adults and in
many cases cause long term problems without the prospect of a cure.

B. Search at least 5 theories of Motor Control. Identify the author date and
premise.

1. Theory: Reflex Theory

Author: Sherrington

Date: 1906

Premise:

 Movement is controlled by stimulus-response.

 Reflexes are the basis for movement - Reflexes are combined into
actions that create behavior.

2. Theory: Motor Program Theory

Author: Schmidt

Date: 1976

Premise:
  generalized motor programs (GMPs) exist to control actions that
have common characteristics.
 Higher-level Motor Programs - Store rules for generating
movements.

3. Theory: Hierarchical Theories

Author: Adams

Date: 1971

Premise:

 Cortical centers control movement in a top-down manner

throughout the nervous system.  
 Closed-loop Mode: Sensory feedback is needed and used to
control the movement.  
 Voluntary movements initiated by “Will” (higher
levels).  Reflexive movements dominate only after CNS damage.

4. Theory: Ecological Theories

Author: Gibson & Pick

Date: 2000

Premise:

 The person, the task, and the environment interact to in uence 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.

5. Theory: Systems Model

Author: Shumway-Cook

Date: 2007

Premise:

 Multiple body systems overlap to activate synergies for the production

of movements that are organized around functional goals.  
  Considers interaction of the person with the environment.  
 Goal-directed Behavior - Task Orientated.

E. Activity/Exercise 1: Processing questions

Direction: Explain your answer based on the concept presented.

A. How can you make movement into a skill?

The knowledge about motor control and motor learning shape our
understanding of how individuals progress from novice to skilled motor
performance throughout the lifespan. It is necessarily for us to know how do
movement making transform into a skill. As we kept making our way towards
successful life with filling up a positive mind setting we can do impossible into
possible way, we as teacher could find best ways to help our students become fruitful
and efficient in making their skills develop. Through movement, we could make this
become skill as we develop the motor abilities of a person and correcting the
inappropriate steps and actions that they have committed into a proper way.

B. What strategy will you employ for your student to master a certain movement
to the level of expertise?

Understanding the nature of expertise can shed light on every student to what
successful learning might look like and help them to guide the development of their
capability in making the skills become the expertise of them that can move students
toward more expert-like practices and understandings in a subject area. To make real
differences in students’ skill, it is necessary both to understand the nature of expert
practice and to devise methods that are appropriate to learning that practice. Raising
concerns and problems of students in every session that you have had with them to their
practices is more likely to be effective to make their skills become better as you find out
what makes them anxious and uncomfortable during the practice session so that they
can focus on their performance and show their best without feeling negative inside them
which makes them feel confident to showcase their hidden talents and skills that would
enlighten to the level of expertise. Showing support in every decision they’ve made for
the goodness and progress of themselves is also one of the best strategy that every
teacher should possess. It’s really important for us teachers to show our full support
towards students to make their dream become successful.

C. What is motor learning?

Motor learning is the process of acquiring the ability to produce skilled actions. It
has a sub-discipline of motor behavior that examines how people acquire motor skills. It
is also a relatively permanent change in the ability to execute a motor skill as a result of
practice or experience. The classifications of motor skills are important for both physical
educators and health professionals who design and implement motor skill programs,
because certain practice designs are more appropriate for particular skill classifications.

D. How scheduling of practice can help in mastering a movement skill?

A change in the capability of a person to perform a skill that must be inferred

from a relatively permanent improvement in performance as a result of practice.
The amount of practice, types of practice and style of feedback and practice
schedules is the best method to enable learning to occur in mastering a movement
skill. When practice continues in preceding time and schedule, true learning occurs
in mastering a movement that individual retains the skill. She or he can remember
what to do and is able to do it effectively. It is important to consider how learning
sessions can be used to maximize learning. Various practice schedules are discussed
in improving the skills and mastering the movements and while they tend to be
compared to each other, it can be helpful to consider the time associated to the
practice in mastering the movement skill for the best output of performance.

G. POST TEST
Direction: Encircle the best answer from the options below. Write your answers to
the space provided each number.

___A__1. Which of the following definition best describe motor control?

A. The investigation of movements, the mechanisms that allow them to be developed, and the
processes that underpin control, skill acquisition, and retention.

B. The study of movements, that allow them to be developed the mechanisms, and the
processes that underpin control, skill acquisition, and retention.

C. The study of movements, that allow them to underpin control and be developed the
mechanisms, and the processes, skill acquisition, and retention.

D. The mechanisms of movements, that study allow them to be developed, and the processes
that underpin control, skill acquisition, and retention.

___D__2. How the motor control produced movement?

A. By combining current state of the body and the sensory information about the
world
 B. By combining current information state of the body and the sensory about the
world

C. By combining information about the world sensory and the current state of the
body

D. By combining sensory information about the world and the current state of the
body.

__B__ 3. What do you call a study that is concerned with movement preparation?

A. Study of perception

B. Study of Cognition

C. Study of Sensory Information

D. Study of Movement

___A_ 4. What is the central concept that you need to include in studying motor control?

A. Progress

B. Development

C. Change

D. Movement

____C__5. What shaped used to represent as a result of the interaction of constraints.

A. Oblong

B. Square

C. Triangle

D. Circle

___A_ 6. Which of the tree names comprises to models of constrains?

A. Human, Environment and Task

B. Body’s, physical structure and its systems

C. Motivation, experience, and fear

D. Human, Motivation and Physical Structure

__A_7. In motor development, what will happen when change reach its critical
 value?

A. Increase in bone length

B. Increase of body fats

C. Increase of movement

D. Increase in motor control

_B _8. What is a term used to describe problem in motor control?

A. Erroneous

B. Enigmatic

C. Erratic

D. Problematic

__C_9. Which of the following words belongs to the Hierarchical Control?

A. Stages

B. Application

C. Nature

D. Level

B 10. Which of the following is an effective way of practicing certain motor skill?

A. Mental conditioning

B. Mental Imagery

C. Mental training

D. Mental Block

D 11. The programming of simple movements occurs in which parts of our body?

A. Head

B. Brain

C. Muscle

D. Spinal Chord
 A 12. What do you call the other term for synergies?

A. Motor Primitives

B. Stereotype Relationship

C. Simple Movements

D. Reflex Loops

D 13. It is responsible for making action control appropriately. What do you call this
making of movement concept?

A. Sensory Evaluation

B. Sensory Information

C. Sensory Processes

D. Sensory Feedback

D 14. The human movements are voluntary depending on the what process?

A. perceptual– sensory control

B. perceptual–level control

C. perceptual–information control

D. perceptual - cognitive control

A 15. Which of the following words does not indicates motor reflexes?

A. Goal Directed

B. involuntary

C. unintentional

D. hardwired