Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

UNIVERSITY OF MINDANAO
College of Teacher Education

Bachelor of Physical Education
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: Principles of Motor Control and Learning of

Exercise, Sports, and Dance
Name of Teacher: Leonardo H. Rondero II
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
University of Mindanao 2
College of Teacher Education “Physically Distanced but Academically Engaged”
Table of Contents
PART 1: COURSE OUTLINE POLICIES………………………………………….. 4
PART 2: INSTRUCTION PROPER
BIG PICTURE: HUMAN INFORMATION PROCESSING
UNIT LEARNING OUTCOME (ULO1) ………………….………….... 7
METALANGUAGE ……………………………………………………. 8
ESSENTIAL KNOWLEDGE ………………………………………….. 8
SELF-HELP …………………………………………………………..... 10
LET’S CHECK …………………………………………………………. 10
LET’S ANALYZE ……………………………………………………..... 11
IN A NUTSHELL ……………………………………………………..... 14
BIG PICTURE: APPLIED MOTOR CONTROL
UNIT LEARNING OUTCOME (ULO2) …………………………….….. 16
METALANGUAGE ……………………………………………….…..... 16
ESSENTIAL KNOWLEDGE …………………………………….…..... 16
KEYWORDS …………………………………………………………… 19
SELF-HELP ………………………………………………………....... 21
LET’S CHECK …………………………………………………..…….. 21
LET’S ANALYZE .……………………………………………..…......... 24
IN A NUTSHELL ……………………………………………………... 27
BIG PICTURE: EARLY MOTOR CONTROL THEORIES
UNIT LEARNING OUTCOME (ULO3) ………………………….….... 29
METALANGUAGE ………………………………………………....... 29
ESSENTIAL KNOWLEDGE ……………………………………….... 30
KEYWORDS ………………………………………………………….. 31
SELF-HELP ………………………………………………………....... 31
LET’S CHECK ………………………………………………………... 31
LET’S ANALYZE ……………………………………………………... 37
IN A NUTSHELL …………………………………………………….... 37
BIG PICTURE: CONCEPT OF MOTOR CONTROL THEORIES
UNIT LEARNING OUTCOME (ULO4) ……………………………….. 39
METALANGUAGE ……….…………………………………………… 39
ESSENTIAL KNOWLEDGE …………………………………………. 40
KEYWORDS ………………………………………………………….. 49
SELF-HELP …………………………………………………………... 49
LET’S CHECK ………………………………………………………... 50
LET’S ANALYZE ……………………………………………………... 51
IN A NUTSHELL ……………………………………………………… 54
BIG PICTURE: STAGES OF MOTOR LEARNING
METALANGUAGE ……….…………………………………………… 57
KEYWORDS ………………………………………………………….. 62
SELF-HELP …………………………………………………………... 62
LET’S CHECK ………………………………………………………... 62
LET’S ANALYZE ……………………………………………………... 63
IN A NUTSHELL ……………………………………………………… 65
BIG PICTURE: CONCEPT OF MOTOR LEARNING THEORIES
METALANGUAGE ……….…………………………………………… 68
KEYWORDS ………………………………………………………….. 72
SELF-HELP …………………………………………………………... 72
LET’S CHECK ………………………………………………………... 75
LET’S ANALYZE ……………………………………………………... 75
IN A NUTSHELL ……………………………………………………… 77
BIG PICTURE: APPLIED MOTOR LEARNING
METALANGUAGE ……….…………………………………………… 79
KEYWORDS ………………………………………………………….. 85
SELF-HELP …………………………………………………………... 85
LET’S CHECK ………………………………………………………... 88
LET’S ANALYZE ……………………………………………………... 88
IN A NUTSHELL ……………………………………………………… 90
Course Outline: BPE 122 – Applied Motor Control and Learning of

Exercise, Sports, and Dance
Course Coordinator: Leonardo H. Rondero II

Email: lrondero@umindanao.edu.ph
Student Consultation: By appointment
Mobile: 09661885877
Phone: 082-3050647 local 102
Effectivity Date: January 2021
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure examination

for teachers, you will be required to take the Multiple-
Choice Question exam inside the University. This should

be scheduled ahead of time by your course coordinator.
This is non-negotiable for all licensure-based programs.
Turnitin Submission (IF To ensure honesty and authenticity, all assessment
NECESSARY) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks
Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the

students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System Course exercises – 30% (including BlackBoard forum)
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 40
Preferred Referencing Style (IF APA 6th Edition
THE TASK REQUIRES)
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot
Email: jbacasmot@umindanao.edu.ph
Phone: 082-3050647 local 102
Contact Details of the Program Dr. Lovella D. Serrano
Head Email: lovellaserrano72@gmail.com
Phone: 082-3050647 local 102
Students with a Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Online Tutorial Registration (IF You are required to enroll in a specific tutorial time for
NECESSARY) this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact You can contact the CTE/BPE help desk with the
following contact details:
Phone: 0923-602-8780 (CTE)

Email: BPE@umindanao.edu.ph
Library Contact Head LIC – Brigida E. Bacani
Phone: (082)300-5456
Hotline No.: 0951-376-6681
Email: library@umindanao.edu.ph
Well-being Welfare Support Help GSTC Head: Ronadora E. Deala
Desk Contact Details Phone: 09212122846
Email: ronadora_deala@umindanao.edu.ph
GSTC Facilitator: Ivy Jane Regidor
Phone: 09105681081
Email: gstcmain@umindanao.edu.ph
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Welcome to this course BPE 122: Applied Motor control and learning
Exercise, Sports, and Dance, in this journey you will encounter activities
and challenges that will strengthen your knowledge about motor control and
motor learning and more about your chosen discipline. Stay alert! And enjoy
the process.
CO Being first year in this discipline you need to develop a deep understanding
on the course you have chosen. Mind that physical education is not only about
learning how to dance, to exercise or even how to coach and play sport
because there are also meaningful things you need to learn beyond that.
There are different theories and studies you need to know and learn that are
essentials to your course. This is just the beginning of learning your course
so focus and tune in….
Let us start!
Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
1. Recall the flow and ideas of Information processing theory

2. Identify the concept and application of the motor control
Big Picture in Focus: ULO1. Recall the flow and ideas of Information
processing theory
Metalanguage
In this section, the most essential terms relevant to the study of human information
processing and to demonstrate ULO1 will be operationally defined to establish a common
frame of reference as to how the texts work in your chosen field or career. You will
encounter these terms as we go through the study of motor control and learning theories.
Please refer to these definitions in case you will encounter difficulty in the in
understanding educational concepts.
Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first two (2)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
Human information processing model: Atkinson & Shiffrin

To understand the Human information processing theory, refer here:
o The sensory register: it has a very large capacity to encode but only has a 1-3 second
duration, in sensory register the content is known to be a raw sensory data, which means
encoded data is the same as what was perceived.
o The two way (attention & recognition) the nature of recognition is identifying features of
the environmental stimuli and relating them to the existing or stored information. On the
other side, the impact of attention is focusing selectively to the current information or
stimuli that currently stored in the sensory register, what we attend to is influenced by the
long-term memory.
o The short-term memory: it has a limited capacity of 7, has a duration about 15 to 30
seconds, the content is what you currently thinking about, and the process of encoding is
primarily acoustic.
o Part of the process are the rehearsals: Maintenance rehearsal also known as rote
rehearsal or repetition – in this process the information is repeated but does not affect the
long-term memory storage. While the Elaborative rehearsal or elaborative encoding –
relating the new information to the knowledge stored in the long-term memory storage to
create a more meaningful retention.
o The long-term memory: it has unlimited capacity, the duration is about a few minutes to a
lifetime, the manner of encoding is called semantic.
The Governance of Memory:
The governance of memory shows the deeper process of storing information specially
when it’s about problem solving or metacognition.
College of Teacher Education “Physically Distanced but Academically
Engaged”
o The executive process the brain serves to coordinate and regulate the flow of information
processing toward the achievement of higher-level goals (J.W. Brown, T.S. Braver, in
Encyclopedia of Neuroscience, 2009)
o The control process Establishing standards and methods for measuring performance
o The memory structure separate sub memories that are responsible for retaining
information over differing time periods– Atkinson and Shiffrin 1968.
Keywords: Information processing, model, control process, executive process, long-term,

short-term, memory schemata, metacognition
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Velmans, M. (2014). What makes a conscious process conscious? Behavioral and Brain
Sciences, 37(1), 43-4. doi:http://dx.doi.org/10.1017/S0140525X13000885
The information processing theory chapter 8 Microsoft PowerPoint - chapter8.ppt
[Compatibility Mode] (shsu.edu)
Educational Psychology:
https://courses.lumenlearning.com/edpsy/chapter/psychosocial-development/
Let’s Check
Activity 1. According to Miller’s law human have a capacity of 7 bits -/+ when encoding
information under working memory. In this exercise you are going o memorize as many words as
you can to test the said law.
Step 1: Below is a list of 20 words. Read them to comprehension and try to memorize as many
as possible. Try to keep the words ‘in your head’. Do not write the words. Spend about a minute.
After you are done reading, scroll down until you see the word ‘STOP’. Then, read step 2.
Tree
Cat
Apple
Ball
Square
Head
Hat
Door
Box
Car
King
Hammer
Milk
Fish
Engaged”
Book
Tape
Arrow
Flower
Key
Shoe
Step 2: Now, use your pen and paper to write down as many words as you can remember from
the list. Think hard, but do not scroll back up to view the words. If you scroll up, the experiment is
ruined. Give yourself about half a minute…Once you have finished writing the words you tried to
recall, scroll back up and check how many you got right.
Let’s Analyze
Activity 1. Getting acquainted with the essential terms in the study of human information
processing is not enough, what also matters is you should also be able to explain its inter-
relationships. Now, I will require you to explain your answers thoroughly.
1.Explain why schemata mostly stored in the long-term memory in the process of acquiring new
knowledge?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Recall some situations in life or while studying where you can apply the process of memory
governance?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. How does the Atkinson and Shiffrin Information processing model differ to the Memory
Governance model?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
In a Nutshell
Activity 1. The study of human information processing can really help you in the development of
movement especially in your field. It introduces a step-by-step process on how learning simple to
complex skills can be achieved.
Based from the definition of the most essential terms in the study of human information processing
and the learning exercises that you have done, please feel free to write your arguments or lessons
learned below.
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
4. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
8. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
10. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Big Picture in Focus: ULO2. Identify the concept and application of the
motor control
Metalanguage
For you to demonstrate ULO2, you will need to have an operational understanding of the
following terms below.
1. Movement. An act of doing something; there is change happening. It could be

locomotor, non-locomotor, or manipulative movement. It is the product of interaction
between constraints from an individual, task, and environment.
2. Motor Control. A process by which the nervous system coordinates with the different
reflexes to achieve a desired movement. It initiates, directs, and grades purposeful
voluntary actions.
3. Reflexes. A reflex is an involuntary and nearly instantaneous movement in response
to a stimulus. The reflex is an automatic response to a stimulus that does not receive
or need conscious thought as it occurs through a reflex arc. Reflex arcs act on an
impulse before that impulse reaches the brain.
4. Hierarchical. one in which people have different ranks or positions, depending on
how important they are.
Essential Knowledge
Organization and development of movement is a challenging topic, because the study of motor
control has been approached from a wide variety of fields, including psychology, cognitive
science, biomechanics, and neuroscience.
Motor control - the process of initiating, directing, and grading purposeful voluntary movement.
In addition, Shumway-Cook has defined motor control as the ability to regulate mechanisms
essential to movement.
Engaged”
How does it work?
The Motor Control functions in the following way:
o The task that needs to be completed is identified→ body gathers sensory information from
the environment→ perceives the information→ chooses a movement plan appropriate
plan to meet the goal of the task,
o Plan is 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→ motor units timed to fire in a specific manner.
o Sensory feedback supplied to the CNS by the movement → 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
(This meaning is taken from physiopedia.)
The Motor control theories
- involve the development of reflexive, automatic, adaptive, and voluntary movements, and
the performance of efficient, synchronized, goal-directed movement patterns within the
nervous system involving multiple body systems (input, output, and central processing)
and multiple stages.
Engaged”
How do people learn how to move?
- It is very important to understand the concept on how our muscles adjust when we do a
certain task, how the process of repetition being done, and the action being performed in
different manner. In this way we can be able to identify how to improve our motor control.
Early Motor control theories that were formed as a basis of many contemporary theories:
Reflexes – this are the sensory induced motor responses that are not volitional or determined by
mind decision.
- Simple reflexes. This operates form the sensory input that is linked direct or near direct
through the CNS by a small number of synapses.
- Complex reflexes. This are the sensory induced action without volition or mind but are
modulated centers and cerebellum as action transpire.
- The goal of reflexes is to generate most rapid response without the over-riding of a
processing center.
Engaged”
- On the other hand, reflexes are moderately modulated by the existing CNS excitable state.
SOMATIC REFLEXES
- Muscle stretch receptors
- Tendons receptors
- Deep pressure receptors induced
- Touch receptors induced
- Temperature receptor induced
VISCERAL REFLEXES
- Cardiovascular
- Gastrointestinal
- Urogenital
Engaged”
-
Hierarchical control/brain control
- The control of behavior is hierarchically organized. This hierarchical organization is

reflected in the parallel control loops through basal ganglia, thalamus, and cortex
Motor programming (believed that there was a pre-set program in our brain)
The development
- Cephalo-caudal (head-toe)
- Proximo-distal (center-peripheral)
- Brain Plasticity
Keywords: Motor control, Movement, reflexes, hierarchical, somatic, visceral, cephalon-

caudal, proximo-distal
Engaged”
Medina, J. M., Díaz, J.,A., & Norwich, K. H. (2014). A theory of power laws in human reaction
times: Insights from an information-processing approach. Frontiers in Human
Neuroscience, doi:http://dx.doi.org/10.3389/fnhum.2014.00621
Ekuni, R., Vaz, L., & Bueno, O. Levels of processing: the evolution of a framework
Universidade Federal de São Paulo, São Paulo, SP, Brazil
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1983- 32882011000300006
Anshel, M. H. (1990). An information processing approach to teaching motor skills. Journal of

Physical Education, Recreation & Dance, 61(5), 70. Retrieved from
https://search.proquest.com/docview/215773584?accountid=31259
Mayer, R. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of

Multimedia Learning. Cambridge: Cambridge University Press.
Doi:10.1017/CBO9780511816819.004
Let’s Check
Activity 1. Using the same principles of the information processing approach, discuss each
principle as a teacher teaching physical education.
1. How can motor control help in term of physical rehabilitation of a person so that he/she can
still do what he/she usually do?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. In teaching PE why is it important to know about motor control? How can this affect your
teaching?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. If you encounter a student who have problem with reflexes how will you help him improve?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. How will you explain the statement “movement is a goal oriented”?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Let’s Analyze
At this juncture, you will be required to ELABORATE your answers about the following
questions:
1. Motor control as a cognition.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. How does the SOMATIC reflexes differ to VISCERAL reflexes?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
3. Why does child movement development from infant is known to be a cephalo-caudal?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
In a Nutshell
In this portion of the unit, you will be required to state your arguments or synthesis relevant
to the topics presented.
1.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
5.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
9.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10.___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Big Picture
Week 4-6: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
3. Discuss the following early motor control theories

4. Explain the concept and application of the different motor control
theories
Big Picture in Focus: ULO3. Discuss the following early motor control
theories
Metalanguage
In this section, the most essential terms relevant to the study of motor control and
to demonstrate ULO3 will be operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter these
terms as we go through the study of motor control and learning theories. Please refer to
these definitions and to the previous definitions in case you will encounter difficulty in the
in understanding educational concepts.
1. Theory. a plausible or scientifically acceptable general principle or body of principles

offered to explain phenomena (Merriam-webster). Theories can be either empirical or
other than scientific (or scientific to less extent). This is a contemplative and logical style
of abstract or generalized thought about a concept or the consequences of such thinking.
2. Concept. They are classified as abstract ideas or general notions that appear in the
mind, expression, or thought. They are understood to be the basic building blocks of
thinking and conviction. They have an important role to play in all areas of cognition.
3. Approach. It is a viewpoint (i.e. view) that includes certain conclusions (i.e. beliefs)
about human behavior: how they work, what facets of them are deserving of analysis,
and what testing techniques are suitable for conducting this study.
4. Facilitation. Known as the process of increasing the severity of the stimuli in order to
elicit a response.
5. Inhibition. This is the conscious or unconscious restriction or limitation of a mechanism
or actions, particularly of impulses or desires.
Engaged”
Essential Knowledge
As we tackled in our previous lesson movement has indeed an integral part in our
life. As we go deeper with the lesson, we will now be able to understand more the concept
of motor control and how this affect and help us create and execute movement. Now we
will dig deeper to the theories influencing the motor control:
Margaret Rood 1940

- Created the Rood Approach
- This approach is following a reflex pattern, which she states that movements are
subconscious
- Muscle tone is about normalizing is the goal
- When normalizing she believed that it begins at current level and progress through
normal sequence.
- In enhancement she proposed the following facilitation and inhibition techniques
- Facilitation = Ice, brushing, stroking, proprioception, quick stretch,
- Inhibition = slow rhythmic program, neutral warmth, maintained stretch
Karel and Berta Bobath

- Created the widely known Neurodevelopmental treatment
- This research mostly a case-based
- Study says that sensory input normalizes movement patterns
- Persons can produce normal movement if they can know how
movement correct feels.
- Suggest handling techniques to improved movement correct feels.
- Believed that motor pattern first, occupation later.
Brunnstrom
- Singe Brunnstrom 1970
- Swedish physiotherapist
- focused on the limb synergies in recovery from hemiplegia
- following the sequence until it returns to normal movement
- 1. Flaccidity
- 2. Spasticity
- 3. Spasticity and synergy
= flexor
= extensor
- 4. Voluntary movements begins to return
- 5. Voluntary movement begins to override spasticity and synergy
- 6. No spasticity apparent, near normal
- This called the developmental sequence of recovery
Proprioceptive Neuromuscular Facilitation

- Herman Kabat, neurophysiologist: assistants Margarette Knott & Dorothy Voss 1951
- Studied that human move in a diagonal pattern
Engaged”
- For the facilitation, its effective to apply verbal command
- Also apply irradiation, successive induction, and reciprocal intervention
Keywords: Motor control, movement, theory, movement pattern, facilitation, inhibition
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Banerjee, A., & Long, M. A. (2017). Ready, steady, go! imaging cortical activity during
movement planning and execution. Neuron, 94(4), 698-700.
doi:http://dx.doi.org/10.1016/j.neuron.2017.05.002
Routledge Handbook of Motor Control and Motor Learning, edited by Albert Gollhofer, et al.,
Taylor & Francis Group, 2013. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/uniofmindanao-ebooks/detail.action?docID=1114734.
Let’s Check
Activity 1. Observe a documentary video of an athlete and a dancer who are undergoing
a facilitation or rehabilitation due to injury carefully point out the different techniques and
approaches applied for their sustainable recovery. Then answer the following questions:
1. How does rehabilitation or facilitation techniques help for recovery? Did you observe
some rood approach, NDT, and PNF in the process? State the process.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 2. Do some research about Brunnstrom and identify its contribution to the study
of motor control by finding its influences on the contemporary theories of motor control as
well as taxonomy. In this activity you are more like doing some RRL.
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Let’s Analyze
At this juncture, you will be required to ELABORATE your answers about the
following questions:
1. How do you think about the contribution of the early motor control theories to the
contemporary theories?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. How does studying motor control theories affect your career?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Engaged”
_________________________________________________________________________
_________________________________________________________________________
3. Why do you think there is a need to study these theories?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
In a Nutshell
In this portion of the unit, you will be required to state your arguments or synthesis
relevant to the topics presented.
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Engaged”
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Engaged”
6. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Big Picture in Focus: ULO4. Explain the concept and application of

the different motor control theories
Metalanguage
In this section, the most essential terms relevant to the study of motor control
theories and to demonstrate ULO4 will be operationally defined to establish a common
frame of reference as to how the texts work in your chosen field or career. This term/s will
help you as we deal with the motor control theories you can still review the previous
discussion in case you encounter them again in the discussion here.
1. Nervous System. An organ in our body that coordinates, monitors, constructs, and
process data received from a stimuli and initiates responses to the stimuli.
2. Proprioception. refers to the body's ability to perceive its own position in space. For
example, proprioception enables a person to close their eyes and touch their nose
with their index finger.
3. Motor cortex. The cortex motor is the region of the cerebral cortex involved in the
planning, control, and execution of voluntary movements.
4. Synapse. also called neuronal junction, the site of transmission of electric nerve
impulses between two nerve cells (neurons) or between a neuron and a gland or
Engaged”
muscle cell (effector). A synaptic connection between a neuron and a muscle cell is
called a neuromuscular junction.
Essential Knowledge
Disclaimer: take note that some of the information here was taken from the
previous SIM with consent and approval of the author:
Motor Control theories include the production of reflexive, automatic, adaptive, and
voluntary movements, and the performance of efficient, coordinated, goal-directed
movement patterns which involves multiple body systems and multiple levels within the
nervous system. The theories presented below are what help for the development of the
study of motor control:
Motor Control Theories
Dynamic Motor
Hierarchical Ecological
Reflex Theory Systems Program
Theory Theory
Theory Theory
1. Reflex Theory
-Charles Sherrington 1800 – early 1900

- Book The Integrative action of the Nervous System 1906
- Believed that for any moment of stimulus enter the body sensory input is
always essential
-, all movement is caused by a stimulus-response sequence of events.
- Reflex is the basic unit of behaviour, the stimulus controls the motor
output.
-He says that every movement in the body is determined by reflexes
- Reflexes are the building blocks of the complex behaviour
Reflexes Premise Example

Condition Reflexes are learned through Like in basketball training,
Reflexes conditioning activities. players are trained to respond
to the whistle of
coaches/referee, movements
will commence or stop as soon
as the whistle is blown.
Simple Reflexes that are unlearned or are Like blinking, you will blink
Reflexes inborn. automatically before an object
reaches your eyes.
Engaged”
How does Reflex Theory work?
Receptor Sensory
Stimulus
(Sensory) Neuron
Central Nervous
System
(Control Center)
Response Effector Motor

(Muscle) Neuron
Limitations:
1. Does not explain how spontaneous movement takes place

2. Does not explain fast and rapid movement
3. How the similar input result in a variety of responses
Clinical Implications:
1. Apply inhibition and facilitation techniques
2. Dynamic Systems Theory
According to Bernstein's model of motor function, individuals have the capacity to decide,
among a multitude of available trajectories, of the most suitable trajectory. Dynamic systems
theory implies that there are both possibilities and obstacles posed by the interaction of the
environment and the ability of the individual to step forward. The human biological system is a
smart, special-purpose machine capable of operating quickly and effectively to satisfy a wide
variety of parallel and serial functional specifications. In addition, biological structures, such as
the human body, are self-organizing; the mutually dependent and complex mechanisms between
the body's subsystems cause this wonderfully dynamic mechanism to create effective functional
movement patterns.
- Complex
- Non-linear
- Self-organizing
- Emergent
Engaged”
The 3 constraints
Contemporary model of motor control: activity results from the relationship between the individual,
the environment and the task being attempted.
Resources of the Individual
- The first aspect to be considered in this model of motor control is the individual, with his or her
capacity to think and reason, to feel and perceive and to react effectively or to activate movement.
Individual assets that contribute to activity include sensory/perceptual structures, cognitive
systems, and behavior systems.
Engaged”
Nature of the Task
- The task is the second critical component of the ultimate result or action of the motor executed.
A practical activity can enable a person to coordinate a goal-oriented movement to address one
or more of the following motor control objectives.
The components or nature of the task being attempted also influence the movement that emerges:
The task can include or combine goals of stability, transitions, mobility, and manipulation of tools
or objects.
Engaged”
Characteristics of the Environment
- The final aspect of the Shumway-Cook and Woollacott engine control model is the
setting, environmental context, or circumstances in which the purpose-driven movement
takes place.
3.
Hierarchical Theory
-The central nervous system (CNS) is organized in hierarchical levels.

- The higher association areas are followed by the motor cortex, followed by the
spinal levels of motor function ( i.e., the lower level is controlled by the higher level in
performing movements)
- The reflexes are only part of hierarchy of motor control in which higher center
normally inhibit these lower reflex Centre (eg. The primitive lower level reflexes are
persisted when there is pathological changes in higher brain)
Skill acquisition is often accompanied by physical changes. For example, besides

seeing increases in speed and accuracy of movement as skill develops, one also sees
increases in grace and efficiency of performance. One way such improvements occur is
that degrees of freedom become freed up with practice. Learning to couple and decouple
effectors may be an important part of motor learning. A challenge is to model how such
learning occurs. In learning movement 0ne possibility may be done through hierarchical
learning using a broad learning continuum.
Engaged”
Refined Skills
Higher Skills
Special Skills
Basic Movement Skills
Basic Movement Skills
Brunnstrom stated that when higher center influence interfered, normal reflexes
become exaggerated and pathological reflex appear.
Limitations:
1. Doesn’t explain the dominance of reflex behavior in certain situations. This is

lower level reflex that explains bottom-up control.
2. Everyone’s developmental pattern is different.
3. Hands-on approach.
1. Repetition of normal pattern will automatically transfer to functional tasks.

2. Identify and prevent primitive reflexes.
3. Reflex analyses based on the hierarchical theory of motor control have been
performed as part of the clinical assessment for patients with neurological
deficits.
4. Motor Program Theory
The premise of this theory states that adaptive, flexible motor programs and
generalized motor programs exist to control actions that have common characteristics.
The brain can hierarchically organize and store motor programs for generating movement
in case of the tasks with variety of a central motor pattern. This program is suitable when
the environment is constant of the skill is closed or when the action is so fast that the
performer has no time to act on any feedback.
This theory accounts well for fast continuous movements, although it does not work
so well for slower movements which may involve reactions and repositioning.
Motor Program organizes, initiates, and carries out intended actions. It controls the
movement using images but no feedback is needed since the movement is automatically
controlled by open-loop control. Information is picked up from the display by the receptor
Engaged”
systems and filtered by selective attention. It is then processed in the perceptual
mechanisms where the motor programme is recalled from the long-term memory.
In other words:
• Instructions are specified by the central nervous system.
• Feedback may or may not be available but it doesn’t control the action.
• The message is received by the muscles which perform the movement.
• All information for one movement is sent in a single message.
• It can be simple or complex.
• It is developed through well guided and well-informed practice over a long period of
time.
• As its practiced images are built up in the long term memory and the effective actions
are stored while the ineffective actions are eliminated. Image can be called upon for
future use and has many advantages for the experienced performers.
• With repetition, only the effective actions are stored as a plan of action together with
the stimuli that precede it.
Limitations:
1. Does not consider that the central nervous system relies on musculoskeletal
and environmental variables to achieve movement control.
2. If muscles are fatigued, the movement response will be different even nervous
system gives similar command.
3. Not intended to replace importance of sensory input in controlling movement.
1. The theory emphasizes the capacity for relearning appropriate action patterns
in situations of high level motor control.
2. Treatment should focus on recovering key movements for functional activity
rather than on the retraining of isolated muscles.
3. Do not just reeducate muscles in isolation.
Engaged”
5. Ecological Theory
There are two contributors of this theory. The first ecological theory was developed
by Urie Bronfenbrenner in which he explains how human development is influenced by
different types of environmental system. Another is by James Jerome Gibson, he
emphasizes the inseparable relation between perceptual systems and the physical world
in which they evolved. That humans actively extract information from the environment that
they use to guide their deliberations regarding how to act next. Bronfenbrenner and
Gibson believe that development involves a system of interactions within the individual,
between the individual and environmental context of which he or she is a part.
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.
The relations within the interaction of man and environment are reciprocal, within
the reciprocity including a species evolving in an environment to which it becomes
adapted, and an individual acting in its own space, developing and learning. The
environment makes available resources, opportunities and information for action.
It is important how an organism detects information in the environment? What form

this information takes? And how information is used to modify and control movement?
Goal-
Motor
Environment oriented
systems
behavior
Engaged”
Microsystem
Chronosystem Mesosystem
The
Individual
Macrosystem Exosystem
Types of Environment Systems around the

Individual
1. Microsystem – this refers to the institutions or groups that directly influence the
development of an individual. This includes the family, school, friends or peers,
neighborhood, and religious institutions.
2. Mesosystem – this refers to the interconnections between the microsystems to the

individual. Example: between family and school, or school and neighborhood.
3. Exosystem – involves links between a social setting in which the individual does not
have an active role and the individual’s immediate context. Example: Social welfare
services, neighbors, legal services, mass media, and school funding.
4. Macrosystem – this refers to the culture in which the individual live. Example: societal
beliefs, attitudes and ideologies of the culture, and cultural context.
5. Chronosystem – refers to the historical events that have a comprehensive effect on the
other systems. The patterning of environmental events and transitions over the life course, as
well as socio-historical circumstances.
Engaged”
Limitation:
1. Little emphasis on the organization and function of the nervous system.
1. Allow the individual explore multiple ways in achieving functional task.

2. Describes the individual as an active explorer of his/her environment.
Keywords: Nervous system, stimulus, response, motor control theories, hierarchy,

environment
Missitzi, J., Gentner, R., Misitzi, A., Geladas, N., Politis, P., Klissouras, V., & Classen, J. (2013).
Heritability of motor control and motor learning. Physiological Reports, 1(7)
doi:http://dx.doi.org/10.1002/phy2.188
Di Tore, P. A., Schiavo, R., & D'Isanto, T. (2016). Physical education, motor control and motor
learning: Theoretical paradigms and teaching practices from kindergarten to high
school. Journal of Physical Education and Sport, 16(4), 1293-1297.
doi:http://dx.doi.org/10.7752/jpes.2016.04205
Latash, M., Levin, M., Scholz, J., & Schoner, G. (2011). Motor control theories & their
applications. National Center for Biotechnology Information, U.S. National Library of
Medicine 8600 Rockville Pike, Bethesda MD, 20894 USA.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3017756/#
Let’s Check
Activity 1. Refer to the figure presented below. You are going to execute the different
skills assigned to the different parts of your body observe how you body react while you
execute the task then answer the following questions.
Engaged”
1. When do you think the command happens when you execute the task?
2. How does hierarchical theory takes place during the execution?
3. How does degree of freedom applies in the execution?
4. How did your reflexes coordinate with the command?
Activity2. The dynamic system theory deals with changes, in this task you are going to
create a video experiment.
Procedure: you are going to take a video of yourself performing a specific task like
walking/dribbling/running/etc. in different situation and environment and observed how
your body adjust and how you automatically create solution without thinking what to do.
Let’s Analyze
Engaged”
Activity 1. In this activity, you are required once again to elaborate your answer to each
of the questions below.
1. How does hierarchical theory govern the movement of the body?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. How does process of motor program theory affects hierarchical and reflex?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Why do you think Gibson believes that a combination of motor system and environment
can lead to goal-oriented behavior?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Why are there limitations in each of the theory presented? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
Engaged”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
In a Nutshell
In this activity, you will be required to draw conclusions or perspectives from the different
theories.
1.
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.____________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10.___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
Big Picture
Week 7-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
5. Apply the stages of motor learning and its effect to motor skills.
6. Explain the application of motor learning theories.
7. Explain the application of motor learning in sports, dance and exercise.
Big Picture in Focus: ULO5. Apply the stages of motor learning and
its effect to motor skills.
Metalanguage
The most essential terms below can also be seen from the previous discussion.
1. 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.
2. Learning – practicing and experimenting with what works and betting comfortable
with the movement.
3.1. The age and experience of a person are contributing factors when deciding whether
a skill is simple or complex.
3.2. A performer must spend time learning and practicing and being guided to become
skillful.
3.3. The learning process must match the experience of the performer in terms of
understanding, awareness, and ability.
3. Skill acquisition – refers to voluntary control over movements of joints and body
segments to solve a motor skill problem and achieve a task goal.it is the interdisciplinary
science of intention, perception, action, and calibration of the performer-environment
relationship.
Essential Knowledge
The theories on motor learning stages are theoretical frameworks used to

understand the process of learning motor skills. This will help the development of the
motor learning theories. In discussion you will encounter more deeper and interesting
concepts of the theories.
Stages of Functional Recovery
- Early Recovery
Engaged”
1. Resolution of post stroke edema
2. Reperfusion of ischemic penumbra
3. Resorption of local toxins
4. Recovery of partially damaged ischemic neurons
- Late Recovery (Neural plasticity)

1. Collateral sprouting of new synaptic connections.
2. Unmasking of previous latent functional pathways
3. Reversibility from diaschisis
Engaged”
The concept of Motor learning:
Theories on motor learning stages

The Fitts and Posner 3-stage model
Bernstein’s 3-stage model
Gentile’s 2-stage model
1. The Fitts and Posner 3-stage model

Cognitive stage
- learns a new skill or relearns an existing one.
- need to practice the task frequently, with outside supervision and guidance.
- important to make mistakes and know how to correct them in this process.
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.
Autonomous phase
- move in a variety of settings and maintain control throughout the task.
- retain a skill and apply it in different settings through automatization.
2. Bernstein’s 3-stage model

Bernstein’s model emphasizes quantifying degrees of freedom.
• Initial stage, the individual will simplify his or her movements by reducing the degrees of
freedom.
Engaged”
• Advanced stage, the individual will gain a few degrees of freedom, which will permit movement
in more of the articulations involved in the task.
• Expert stage possesses all the degrees of freedom necessary to carry out the task in an
effective and coordinated manner
3. Gentile’s 2-stage model
The first stage

• Understanding the purpose of the task
• developing movement strategies appropriate for completing the task
• interpreting environmental information that is relevant to organizing movement.
The second stage
(fixation or diversification)
The subject aims to redefine movement, which includes both developing the capacity
• to adapt movement
• to change in task and in setting
• being able to perform the task consistently and efficiently
Engaged”
Engaged”
Keywords: Motor learning, learning, stages, process, cognitive, associative, autonomous
Brouillette, L., & Missakian, I. V. (2012). Stages of learning. Boom, 2(2), 70-75.
doi:http://dx.doi.org/10.1525/boom.2012.2.2.70
Wunsch K and Weigelt M (2016) A Three-Stage Model for the Acquisition of Anticipatory
Planning Skills for Grip Selection during Object Manipulation in Young Children. Front.
Psychol. 7:958. doi: 10.3389/fpsyg.2016.00958
Latash M. L. (2010). Stages in learning motor synergies: a view based on the equilibrium-point
hypothesis. Human movement science, 29(5), 642–654.
https://doi.org/10.1016/j.humov.2009.11.002
Let’s Check
Activity 1. Case study. Find documentary video of a rehabilitation techniques where

they apply the stages of functional recovery observe the process and identify what tasks
are simple for the patients and tasks that are hard for them. Also identify what parts of
the body were able to progress faster during the rehabilitation.
Let’s Analyze
Activity 1. In this part, you are once again required to elaborate your answer regarding
the questions below thoroughly:
1. How does theories in motor learning helps in a facilitation or rehabilitation?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How does principles of motor learning affects development of motor skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
3. How important for us the relearning of skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Why do you need to identify goal in motor learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In a Nutshell
In this part, you will be required to draw conclusions, perspectives, arguments and ideas
from the unit lesson.
1.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
7.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10.___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
Big Picture in Focus: ULO6. Explain the application of motor
learning theories.
Metalanguage
The following metalanguages are taken from the BPE 113 SIM with the consent
and approval of the author.
Refer to this following term as we discuss and explain the theories of motor learning.
1. Schema. Refers to an abstract representation stored in memory following multiple

presentations of a class of objects.
2. Discrete Perceptual Motor Skills. This are skills that take only short time to perform
and it involve senses to understand the situations happening and then using the body to
execute the desired actions. It is particularly used in sports that includes strokes and
footwork patterns.
3. Generalized Motor Program (GMP). Is the basic form of movements, it is the basic
ability to play like to shoot or dribble the ball? The program does not just produce one
specific motion, but it can generate a variety of similar motions.
4. Recall Schema. It analyzes what will be your action. It provides some adjustments to
the GMP after understanding the situation an individual is into and his/her intentions.
5. Recognition Schema. It is the result of the actions; the response outcome gained
though our extrinsic feedback mainly knowledge of result. This occurs during or after the
performance of the skill which allows you to know when you have made an error.
6. Open Loop Control. Is a feed forward form of motor control, and is used to control
rapid, ballistic movements that end before any sensory information can processed?
7. Feed-forward. A term describing an element or pathway within a control system that
passes a controlling signal from a source in its external environment to a load elsewhere
in its external environment.
Essential Knowledge
Disclaimer: some of the information here are taken from the previous SIM
(BPE113) with the consent and approval of the author.
Motor learning theories deal with interpreting human movements beyond conventional
biomechanical interventions, and how the neuromuscular system works to activate and
organize the muscles and limbs involved in the performance of motor skills.
Engaged”
Theories of Motor Learning:
1. 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.
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.
When individual makes movement, short term memory stores four things:
1. initial movement conditions such as position of body and weight of object
manipulated,
2. the parameter used such as force,
3. outcome of movement
4. sensory consequences of movement such as feeling, looking and sound.
Then these 4 things are abstracted into two schemas:
1. The recall schema is created in nervous system by the relationship between the size
of parameter and the movement outcome.
2. The recognition schema is used to evaluate the response by gathering the sensory
consequences and outcomes of previous similar movements together with the current
initial conditions to create the future sensory consequences.
following multiple presentations of a class of objects
When an individual makes movement, short-term memory stores four things:

• Initial movement conditions such as position of body and weight of object
manipulated.
• The parameter used such as force.
• Outcome of movement.
• Sensory consequences of movement such as feeling, looking, and sound.
Schmidt’s schema theory premise on the open loop control system, where this
system takes input under the consideration and doesn’t react on feedback to obtain the
output. This system works under fixed conditions where there are no disturbances or
variations.
Engaged”
controlled
input controller output
process
Process in an Open Loop Control System
Advantages of open loop control system:

➢ Simple and economical.
➢ Construction is easier.
➢ Stable
Advantages of open loop control system:

➢ Inaccurate and unreliable.
➢ Changes in the outputs due to external disturbance are not corrected
automatically.
Limitations:
• Lack of specificity of interaction with other systems during motor learning.

• How the generalized motor programs created.
• Can’t account for immediate acquisition of new types of coordination.
• Task practiced under many different conditions.
• Positive benefits for error production.
• Schema has rules for all stored elements not just correct elements.
2. Adam’s 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.
• For example, practices picking up a glass more and more, the perceptual trace for
movement is developed and thus guides later movements to be more accurate.
Engaged”
This theory states the following:

• The decisions are made in the brain.
• Not all the information is sent together.
• Information is received by our muscles to initiate the intended actions of
movements.
• Feedback is available and vital to correct certain movement patterns and adapt to
the changing needs.
controlled
input controller output
process
FEEDBACK FEEDBACK
CLOSES THE LOOP DETECTS ERRORS
Process in a Closed Loop Theory
Limitations:
• Cannot explain accurate performance of open loop movements made in absence

of sensory feedback.
• May be impossible to store separate perceptual trace for every single movement.
• May improve motor performance of task when practicing movements in various
ways than practicing a single movement end point alone.
• Performs the same exact movement repeatedly to one accurate end point.
• Increase practice, increase learning.
• Errors produced during learning (increase strength of incorrect perceptual trace.
3. Ecological Theory (Karl Newell ,1991)

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.
Engaged”
• This optimal strategy consists not only finding the appropriate motor response for
the task but also the most appropriate perceptual cues for the optimal task solution.
• 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.
This theory can be applied in clinical practice,
Example: practicing reaching and lifting different glass that contain variety of
substances facilitates learning with relevant perceptual cues for reaching and lifting
different size, slippery surface, and fullness of the glass. If an individual is unable to
recognize this perceptual cue, the motor strategy will be less than optimal, ie, the fluid
may spill out or the glass may slip.
Keywords: motor skills, memory, generalized motor program, recall, recognition, input,
output, feedback
Routledge Handbook of Motor Control and Motor Learning, edited by Albert Gollhofer, et al., Taylor
& Francis Group, 2013. ProQuest Ebook Central,
Motor Learning in Practice : A Constraints-Led Approach, edited by Ian Renshaw, et al., Taylor &
Francis Group, 2010. ProQuest Ebook Central,
Let’s Check
Activity 1. Schema. During the virtual class, the teaching will present a task that you
are going to perform you must remember all the things that you did and answer the
following questions.
1. Why did your brain process different images that you can associate to the word
presented?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How does schema affects the process of thinking?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. why is it you tend to not to memorized everything that you have read when somebody
is talking at the same time?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
Activity 2. Take a video of you performing the task that your teacher gives to you during
the virtual class and observe how you complete the task in different ways and practice.
Let’s Analyze
Activity 1. In this part, you are once again required to elaborate thoroughly your answer
on the questions below.
1. How does Adam’s close loop theory explain the process of correcting error?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How does perception takes a vital role in ecological theory?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In a Nutshell
Activity 1. In this part, you will be required to draw conclusions, perspectives, arguments,
and ideas from the unit lesson.
1.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.____________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
5.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
10.___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Big Picture in Focus: ULO5. Explain the application of motor learning

in sports, dance and exercise.
Metalanguage
The most essential terms below can also be seen from the previous discussion.
1. Motor behaviour: the study of movement and movement processes.

2. Motor control: the study of how processes affect the control of movement.
3. Motor learning: the study of the learning of skilled movements.
4. Motor development: the study of how the learning and control of motor skills change.
across the lifespan.
Essential Knowledge
The study of motor learning is indeed important in the field of physical education,
we learn the basic concept and application of the theories and we tend to understand the
development of skills. In this point we will discuss about the skills and motor learning in
sports, dance, and exercise.
Classification of skills, games & sports, Dance:

 Skill: voluntary goal-directed activity learned through practice or experience.
The term ‘skill’ can also be used to describe the quality of performance. A skilled performer will
have maximum certainty of goal achievement and can execute the skill with
minimum energy expenditure & in minimal time.
 Motor skill: voluntary goal-directed activity that we learn through practice or
experience that requires movement of body or limbs.
 Fundamental motor skills are foundation skills learned when young that provide
the basis for the development of specialized motor skills.
o Stability: control of the body in terms of balance (e.g., bending, twisting,
swaying).
Engaged”
o Locomotor: move an individual through space (e.g., crawling, walking, running).
o Manipulative: involve control of an object (e.g., throwing, catching, kicking,
striking).
 Specialized motor skills: advanced versions of fundamental motor skills (or
combinations of fundamental motor skills) that we apply to a specific sport.
Motor Skill Classification – One Dimensional Classification System:

We can classify motor skills according to:
1. Precision of the movement: gross movement (e.g., weightlifting, high jumping) which
involves large muscles and force/power compared to fine movements (e.g., drawing,
typing) which involve small muscles & precision.
2. Organization of the skill: discrete skills have a clear beginning & end, involve one
distinct movement, and are typically short in duration (e.g., catching, throwing, bowling,
golf putting). Continuous skills have an arbitrary beginning and end, are repetitive
movements, and are typically longer in duration (e.g., running, swimming). A serial skill
involves several discrete actions linked together in a specific order. Serial skills are in the
middle of the continuum, between discrete skills & continuous skills (e.g., triple jump,
gymnastics routine).
Engaged”
3. Stability of the environment: the nature of the environment in which the performer is
executing the skill. The environment can be closed – involving a safe, predictable
environment where the performer is self-paced and typically performing a stereotyped.
movement (e.g., dart throwing, basketball free-throwing), or open – involving a variable &
unpredictable environment, where the performer is externally paced and their movements
are adapted to the environment (e.g., tackling in football, passing in netball, batting in
cricket).
Advantages & Limitations to the One-Dimensional Approach:

➢ Simple & easy to follow.
➢ It can be difficult to place a skill into one specific category (e.g., discrete, or continuous).
➢ It does not provide a sufficient picture of the performance demands of a skill.
Motor Skill Classification – Two-Dimensional Classification System (Gentile’s

System):
1. Environmental context:
o Regulatory features: are environmental features that influence how the participant.
performs the skill. The environment can be stationary (stable & does not change
substantially) or in motion (changes during performance).
o Intertrial variability: whether requirements change from one performance to the
next.
2. Action Requirements:
o Body orientation (whether the body is moving): body stability (where the body is not
changing position) vs. body transport (body is moving).
o Object manipulation (whether the performer is controlling an object as part of the
skill): object manipulation vs. no object manipulation.
Play, games & sports:

➢ Play: an activity voluntarily pursued for intrinsic rewards.
➢ Games: goal-directed activity that has rules. Has limited permissible means of
achieving the goal. Prohibits more efficient means in favour of less efficient means.
Players accept rules to make the game possible.
➢ Sports: games that require physical skill, have wide following & institutional stability.
Sports can be classified according to:
➢ Type: whether the sport is an individual or team sports.
➢ The degree of interaction involved: whether the sport is coactive (performed in

isolation e.g., golf) or interactive (performed working together with other
participants e.g., football, rugby).
Engaged”
Engaged”
Classification of Games:
➢ According to developmental level:
➢ According to tactical similarities:
1. Invasion games: aim to invade the opponent’s territory to score points – by shooting
into a target/goal (focused target) or by moving a ball over a line (open end target). In
these games, gaining & maintaining possession of the ball is crucial.
2. Net/wall games: aim to send an object into an opponent’s area so that the opponent
cannot return it (to score points). The players are separated by a net, or use a wall with
alternating hits by the players. In these games, placing the ball where the opponent
cannot return it is crucial.
Engaged”
3. Striking/fielding games: aim to strike a ball to maximize the time to run (batting team),
or to prevent runs and get batters out (fielding team). In these games, hitting the ball away
from fielders to maximize the time to score runs is crucial.
4. Target games: aim to get an object as close as possible to or in the target in as few
attempts as possible (e.g., lawn bowls). Accuracy in relation to the target is the
determinant of success.
Rules:
Rules provide structure for the game. They define the game problem and constrain the
means available to solve the problem.
o Primary rules: identify how the game is played and how the game is won. Are what
make hockey ‘hockey’ and soccer ‘soccer’. For example, no handling of the ball in soccer.
No throwing of the ball in AFL football.
o Secondary rules: arise out of the game and can be modified without altering the
essence/nature of the game. Are open to interpretation. For example, the number of points
played in the tie-break in tennis, the size of the ball in soccer.
Learning & Performance of Motor Skills:

➢ Performance: observable behaviour of executing a skill at a specific time and in a
specific situation.
➢ Learning: an internal process indicated by a change in capability to perform a skill due
to practice or experience. Learning is inferred by measuring performance.
- Performance is observable behaviour that can be measured directly. Performance is
temporary (specific time & situation).
- Learning is an internal state. Learning is inferred from performance. Learning is a
permanent change in capacity.
- NB: it is difficult to infer learning from performance, as performance can vary (is not stable
over time & situation).
- Performance variables (variables influencing performance) can include characteristics
of the learner (e.g., confidence, motivation, fatigue), the learning environment (e.g., quality
of instructions, level of feedback) and the performance environment (e.g., weather, playing
surface).
Characteristics of Motor Skill Learning:

• Improvement – performance gets better over time.
• Consistency – performance becomes more consistent in terms of process of
movement and product of movement.
• Stability – performance of a skill is less influenced by internal or external
disruptions.
• Persistence – performance is retained over time.
Engaged”
Keywords: motor skills, skills acquisition, stability, sports, play, games, performance
Routledge Handbook of Motor Control and Motor Learning, edited by Albert Gollhofer, et al., Taylor
& Francis Group, 2013. ProQuest Ebook Central,
Motor Learning in Practice : A Constraints-Led Approach, edited by Ian Renshaw, et al., Taylor &
Francis Group, 2010. ProQuest Ebook Central,
Let’s Check
Activity 1. Showtime. Create a video where you are going to present the difference
between skill and ability using your own skills and ability you can have a dance
performance or playing a sport where you can apply your skills and ability. Your video
must be interactive and fun, and it will take at least 3-5 mins long. After that answer the
following questions in forum.
1. What do think is more difficult to identify? Skills or ability?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. When did you start discovering your ability?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What process do you do to acquire new skills?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 2. Elaborate the stages: when did play becomes game and game becomes a
sport?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Let’s Analyze
Activity 1. In this part, you are once again required to elaborate thoroughly your answer
on the questions below.
1. What is the importance of learning skills in sports and dance?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How does a quality of motor learning development affects skills and abilities?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In a Nutshell
Activity 1. In this part, you will be required to draw conclusions, perspectives, arguments,
and ideas from the unit lesson.
1.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Engaged”
4.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9.____________________________________________________________________
______________________________________________________________________
Engaged”
______________________________________________________________________
______________________________________________________________________
10.___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________

Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF MINDANAO

College of Teacher Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: Principles of Motor Control and Learning of

Name of Teacher: Leonardo H. Rondero II

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Course Outline: BPE 122 – Applied Motor Control and Learning of

Course Coordinator: Leonardo H. Rondero II

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Since this course is included in the licensure examination

Choice Question exam inside the University. This should

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

program coordinator shall communicate with the

If disapproved by the course coordinator, you can

You can also meet the course coordinator in person

For students who have not created their student email,

Phone: 0923-602-8780 (CTE)

Course Information – see/download course syllabus in the Black Board LMS

1. Recall the flow and ideas of Information processing theory

Human information processing model: Atkinson & Shiffrin

To understand the Human information processing theory, refer here:

The Governance of Memory:

Keywords: Information processing, model, control process, executive process, long-term,

1. Movement. An act of doing something; there is change happening. It could be

The Motor Control functions in the following way:

The Motor control theories

How do people learn how to move?

- Muscle stretch receptors

- Deep pressure receptors induced

- Touch receptors induced

- Temperature receptor induced

Hierarchical control/brain control

- The control of behavior is hierarchically organized. This hierarchical organization is

Keywords: Motor control, Movement, reflexes, hierarchical, somatic, visceral, cephalon-

Anshel, M. H. (1990). An information processing approach to teaching motor skills. Journal of

Mayer, R. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of

4. How will you explain the statement “movement is a goal oriented”?

1. Motor control as a cognition.

2. How does the SOMATIC reflexes differ to VISCERAL reflexes?

3. Why does child movement development from infant is known to be a cephalo-caudal?

3. Discuss the following early motor control theories

1. Theory. a plausible or scientifically acceptable general principle or body of principles

Margaret Rood 1940

Karel and Berta Bobath

Proprioceptive Neuromuscular Facilitation

Keywords: Motor control, movement, theory, movement pattern, facilitation, inhibition

2. How does studying motor control theories affect your career?

3. Why do you think there is a need to study these theories?

Big Picture in Focus: ULO4. Explain the concept and application of

Motor Control Theories

-Charles Sherrington 1800 – early 1900

Reflexes Premise Example

How does Reflex Theory work?

Response Effector Motor

1. Does not explain how spontaneous movement takes place

1. Apply inhibition and facilitation techniques

2. Dynamic Systems Theory

Resources of the Individual