Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
Modules in Applied Motor Control and Learning of Exercise, Sports and Dance.

Module 3: APPLICATION OF MOTOR LEARNING SKILLS IN DANCE

Intended Learning Outcome: At the end of this module, the student must have:
1. Defined the different classification motor learning skills and provided the illustrations using
graphic organizer.
2. Created and written dance literature for each type of motor skills incorporating the different
types of dances.
3. Performed the different dances illustrating the types of motor skills.
4. Created a self-audio video presentation incorporating the different dances through dance
improvisation.
A. Introduction
Motor learning refers to changes that occur with practice or experience that determine a person's
capability for producing a motor skill. These changes are relatively permanent, and they are associated with
repetition of motor skills. In dance, motor learning is the process that allows you to learn basic and
sophisticated skills that are not acquired through typical human motor development. Specific examples
include pirouettes, large jumps, and balances. In addition, the aim of motor learning is to gain these skills
with the specific intent to improve the quality of performance by enhancing smoothness, coordination, and
accuracy.
As the teacher demonstrates the combination or skill for the dance students, the process of motor
learning starts with attention and perception. Perception has two components. First, you observe and
organize your present experience; second, meaning is attached to that observation based on past experience.
Perception is dependent on the senses (sight, touch, smell, hearing, taste). For example, you see the teacher
demonstrate the shift from first position to retiré, and you might relate it to any number of childhood games
in which you attempted to balance on one leg. You also hear the music for the exercise, giving the
movement a temporal context. It is likely that the first attempts would include some wobbling and adjusting
while the brain seeks strategies to accomplish this shift in a smooth, coordinated way as demonstrated by the
teacher. Note that learning can be enhanced through use of attention (conscious focus on what is being
learned or the environment), but perception does not necessarily demand attention.
Motor learning is set in motion by perception and continues with replication; in this phase, you attempt
to do the observed task. Learning a dance or movement skill depends partly on how the information is
presented. Motor learning can take three general forms: visual, verbal, and kinaesthetic (touch and
sensation). You can become aware of what your preferred learning strategies are, to make the best use of
class time. It is also of great benefit for you to observe your peers attempting the material, and working
through problems and errors. By seeing others correct and improve the attempted skill, you can see what
constitutes a successful strategy and try applying it to your own experiences. This process has the added
benefit of encouraging the idea that making mistakes is a natural part of the process, a necessary component
of learning to dance. When you develop an overwhelming fear of making mistakes, you can limit your
progress.
Learning Activity No. 1
Directions: Using your own words, define the following motor skills and provide illustrations for
each type of skill on the last box.
Classification Of Motor Skills
Gross
Motor Skills
- Gross motor skills are those
which require whole body
movement and which involve hte
large (core stabilizing) muscles of
the body to perform everyday
functions, such as standing and
walikng, running and jumping and
sitting upright at the table.
Fine Motor
Skills
- Fine motor skills involve the
use of the smaller muscle of hte
hands, commonly in activiites
like using pencils, scissors,
construction with lego and
dulpo, doing up and buttons
and opening lunch boxes.
Classification Of Motor Skills

ClosedSkills Open Skills

- is one which is not affected by

- is one where your movements
anything. it cna be repeated
vary depending on what is gong
exactly hte same each time. it is
around. it is influenced by other
self paced and is not determined
factors other than yourself.
by the environment.
Classification Of Motor Skills

Discrete Continuous

- discrete motor skills represent

a distinct, manipulative-type
- continuous motor skills are
skill that has a specific beginning
those in which the movement is
and end.
cyclical nad repetitive, with an
arbitrary beginning and end.
Classification Of Motor Skills

Self-Paced External-
Skills Paced Skills

- self paced skills are where the - external paced skills are hwere
performer determines the time the factor external to hte
and pace of the skill execution. performer set the time of
execution of the skill
Classification Of Motor Skills

Simple Complex
Skills Skills

- simple motor skills that require - complex motor skills thta

very little intricate body require intricate body
movement and are similar in movements wih finger control of
most sports. many body parts.
 C.ANALYSIS
Directions: Create dance movements/literature on the classification of motor skills related to your area of
specialization. Indicate the dance steps with counting. Each one of you has the preference as to what
movement you will make and there are suggested dances for each skill.
CLASSIFICATION DANCE MOVEMENTS/LITERATURE
OF MOTOR
SKILLS
Singkil Dance

GROSS AND FINE

MOTOR SKILLS

(ETHNIC DANCE)

CLOSED AND
OPEN MOTOR
SKILLS

(FOLKDANCE)

DISCRETE AND
CONTINOUS
SKILLS
(HIPHOP DANCE)

SELF-PACED AND
EXTERNAL-
PACED

(CONTEMPORAR
Y DANCE)

SIMPLE TO
COMPLEX

(BALLET/
CHEERDANCE
ROUTINES)

D. ABSTRACTION

Gross motor (physical) skills are those which require whole body movement and
which involve the large (core stabilizing) muscles of the body to perform everyday
functions, such as standing and walking, running and jumping, and sitting upright at the
table. They also include eye-hand coordination skills such as ball skills (throwing,
catching, kicking) as well as riding a bike or a scooter and swimming. Gross motor skills
involve movements of the large muscles of the arms, legs, and torso.
Fine motor skills involve the use of the smaller muscle of the hands, commonly in
activities like using pencils, scissors, construction with lego or duplo, doing up buttons
and opening lunch boxes. Fine motor skill efficiency significantly influences the quality of
the task outcome as well as the speed of task performance. Efficient fine motor skills
require a number of independent skills to work together to appropriately manipulate the
object or perform the task.
Open Motor Skill – performed in a dynamic. environment, including against an
opponent. • For instance returning an opponent's serve and playing. out the point, or
playing a team sport.
Closed skills are skills that are not affected by the environment. They are usually
self-paced and occur in fixed or predictable situations. The performer uses exactly the
same technique every time and is in control of what happens next. An example would be a
gymnast performing a floor routine.
Open skills are skills affected by the environment. They are mainly perceptual and
usually externally paced. They occur when performers have to make decisions and adapt
their skills to a changing or unpredictable environment. The performer is not in control of
what will happen next. An example would be making a pass in Ultimate Frisbee.
A motor skill is a learned ability to cause a predetermined movement outcome with
maximum certainty. Motor learning is the relatively permanent change in the ability to
perform a skill as a result of practice or experience. Performance is an act of executing a
motor skill. The goal of motor skill is to optimize the ability to perform the skill at the rate of
success, precision, and to reduce the energy consumption required for performance.
Continuous practice of a specific motor skill will result in a greatly improved performance,
but not all movements are motor skills.

E. APPLICATION (DANCE IMPROVISATION)

Create a self-audio video presentation by performing the different motor skills through Dance
Improvisation.
Guidelines:
1. Based on the activity you have done in the Analysis part, you will now apply or perform the dance
choreography you have written.
2. You have to incorporate the different dance steps showcasing different types of motor skills.

Criteria Points
 1 2 3 4
Student is not Student puts a lot of effort
Students will be able to Student puts some effort
invested in the forth in their performance, but Student is fully invested in
perform a variety of forth, but is not fully
performance at all. is still uncomfortable at times. the performance the entire
improvised movements invested in the ____
Student laughs and Even though student does not time. Student improvises
full out and performance. Student often
talks throughout the have as much confidence, it is with full confidence.
comfortably. stops performing.
performance. apparent that they are trying.
Student is able to Student tries to make various Student performs a variety of
Student does not
perform a variety of Student varies his/her movement choices and movement choices and
change energy and
improvised movements movements; however, does incorporate various energy frequently incorporates
dynamics, and does ____
changing energy and not change his/her energy and dynamics; however, often various energy and
not vary his/her
dynamics throughout or dynamics. reverts back to a similar dynamics in his/her
movements.
the performance. movement or energy pattern. performance.
All members of the group
Memorization is present
have memorized their
Somewhat memorized, during the dance, is it evident
Memorization and Confusion - not movements with out
often looking at group that rehearsal time has been ____
coordination memorized assistance from other group
members for direction. utilized accordingly. The group
members, the dance flows
was well coordinated.
well and concise.
Dancers are
Dancers are somewhat Dancers know the
unprepared and Dancers know the movement
unprepared and unsure of movement extremely well.
unsure of the fairly well. They have a fairly
Movement Knowledge the choreography. There is They are confident and have ____
choreography. There good sense of timing. Few
some sense of timing or a great sense of timing and
is no sense of timing mistakes are made.
direction. direction.
or direction.
Dancers are
Dancers perform with full
distracted and Dancers are sometimes
Dancers perform with minimal confidence. They perform
insecure. They are distracted and insecure.
distractions. They look fairly with enthusiasm, and are
Performance Quality often breaking the They sometimes break the ____
confident and prepared for invested in their audience,
performance by performance by looking
most of the performance. and if possible with the other
looking around, around, talking or giggling.
dancers on stage.
talking, and giggling.
Dancers do not use Dancers show some
Dancers have a good Technical skill is strong and
technique skills technical skill. Some
understanding of technical present in all movements.
properly. They do not movements engage the
Technique skill. They engage muscles Dancers execute each arm ____
engage muscles or muscles. Some leg and
and use proper form in most and leg movement with
execute arms and leg arm movements are
movements. proper muscle engagement.
movements properly. executed properly.
Total----> ____
Teacher Comments:

F. EVALUATION
Directions: Identify the following if it is a CLOSED SKILLS or OPEN SKILLS. Write your answers on the
space provided.
1. Free Throw CLOSED SKILLS_
2. Javelin CLOSED SKILLS
3. Rugby Tackle OPEN SKILLS
4. Penalty Kick CLOSED SKILLS
5. Shot Put CLOSED SKILLS
6. 50 M Swim CLOSED SKILLS
7. Drop Kick CLOSED SKILLS
8. Archery CLOSED SKILLS
 9. Tennis Serve OPEN SKILLS
10. Passing a Ball OPEN SKILLS
11. Receiving a Ball OPEN SKILLS
12. Shooting CLOSED SKILLS
13. Throwing CLOSED SKILLS
14. Catching OPEN SKILLS
15. Jumping CLOSED SKILLS
Directions: Identify the following statement if it is FINE or GROSS, OPEN or CLOSED, DISCRETE or
CONTINUOS or SELF-PACED motor skills. Write your answers on the space provided.
1. These skills are classified according to the amount of movement acquired to complete the skills. FINE
or GROSS
2. These skills are classified according to the environment the skills are performed in. OPEN or CLOSED
3. These skills are classified according whether the skill has a defined beginning and end point.
DISCRETE or CONTINUOS
4. These skills are classified according to how the movement is initiated. CONTINUOS or SELF-
PACED.