Motor Performance and Learning

Motor Performance and Learning

Skills Classification Theories and Principles

The results from both practicals show that there are problems concerning the statistical data provided. A superficial dimension of movements comes from the reasoning from an independent memory, for instance, the generation of memory from such as an individual’s signature (Schmidt and Lee, 2013). For example, some trials were used to generate the error and accuracy. GMP is used for motor performance to help understand the variants in recall and recognition; this includes theoretical and practical perspectives.  There are different primary skills, such as perceptual skill is the way we interpret things, cognitive skills, our own decision making, and motor skills occur when voluntary movement is predominant. Motor skills play a crucial role in all phases of the life span. Includes all ages who perform motor skills such as walking, hammering (following skills), and driving a car. The practical failed to include some critical theories such us schema theory, which includes a General Motor Program (GMP) invariants.

The trials made were from different targets, which the participants may have generated responses from the previous targets. The two most fundamental meaningful motor learning because skills consist of the ability to bring results and ability can be inherited in other words, pass generation to generation (Schmidt and Lee, 2013). Movement generations from the participants are generated in practical reasoning, which is not superficial. Throughout the centuries, motor skills have been developed into studies, and some focus in different contexts learning the movement task in younger adults. The main focus was to give an extent to which environments are stable in performing skill movements such as voluntary movements like open skills or close skills. This was done by balancing with one leg and throwing beanbags to a specific target; the outcome emphasizes the predictability of performer demands in the environment.

There is a distinction between human abilities and skills in activities (Magill and Anderson, 2012). The practical involves several variants from the activities conducted. Events and variants were one-legged throwings (bean bags)in a fix distance tp a target up to six attempts.  The measurements included balance, number of trials, and arm movement speed.

Fig1. There is a one-legged relationship throwing   with r = -0.0.33

Fig2.   It Indicates the relationship between the three trails on Arm speed with r=29.

Fig3.Represents the two attempts for Balance experiment showing the relationship linking both groups  withr= 0.74 and p= 0.01

Figure 1 and 2; There was no significant effect on arm speed (F= 659; P= .424), balance (F=1.254; P=.275) and significant difference for one-legged throw with (F=2.956; P=0.32) Fig3. However, it shows a significant interaction within these results were compared on the nonparametric test its was increase arm speed and target (F= 34.537;P=.0001).

Reading the results on figure 1, we see correlation p=.0001meaning there is a significant difference in nonparametric test at 0.5 level

On the other hand, both figures depict a healthy relationship, showing the two lines facing the right determining both experiment outcomes were positive. Still, forthcoming of the comparison from both experiments acknowledge they are insignificant even the variable here balance distributed. Although coaches and practitioners tend to find different techniques during the beginning stage of learning the correct movement or right patterns, an example is when a performer is doing a slow movement is much more efficient when taking action. Standard deviation is used in the measurement of throeing accuracy and cannot affect the results since it is rigidly placed measure of variation. The participants could have developments in some reasoning that influenced their performance in different trials. Environmental information variability affects the outcome at various places since the participants tend to have several modes of behavior towards an activity (Magill and Anderson, 2012).

Reaction Time Practical

S-R Compatibility on Reaction Time and Number of Choices

Reaction time is the overview as good indicator speed and effectiveness of personal decision making. The experiment shows that the reaction time reduced as the number of choices was limited.  There is an increase from 2CRT to 4CRT, which is caused by the interactive effects of the decisions made and the reaction time. When the participants hear the first signal to start the activity, they process the information towards their skeletal muscle to begin to build (force) against the blocks.

On the other hand, it all depends how fast the participant can detect other performer movements and initiate an effective counter-movement; however, any timeless reaction 100ms is consider to be false.  For the three activities taken which the golf, put, and hockey in the ballistic skills, the environment in place also determines the results from the full outcome. Further, the participants seem to reduce the reaction time since the number of choices is very many, as they tend to figure the most appropriate choice to take.

Even though reaction time is only one stimulus-response, this refers to RT when a tennis player is making a serve up to 80mph, and the opponent only will have the advance cues from the server position and the ball direction. Therefore, he will try to adjust body position to anticipate before the ball arrives all in milliseconds, and these would likely increase the time it takes to respond. Also, RT can be improved if we add elements to the movement. Although the reaction is linked to Hicks Law, other studies conducted by others professionals included ten possible stimulus responses combinations and also it was a similar experiment which used 2 to 4 choice RT task (Magill & Anderson, 2012). It was found a much slower choice RT making this study unique because they were able to provide 42000 trials of practice and have been researched by authors. However, it has identified similar findings (Magill & Anderson, 2012). Hick Laws are defining as the relationship of number stimulus-response alternatives, choices, and task complexity measure in bits of information. The primary purpose is to study the effects of response choices, stimulus responses task on reaction time, and to this study, it was IPad with reaction time test app which participant had ten trials for each 6 task for compatible and incompatible.

Fig 5. is repeated measures ANOVA analysis for RT Compatible condition task F (25) =37 with p=0.01.

Fig 6. RT incompatible condition task with F(24) =53 and p=0.01 meaning the pairwise task were significant

The one-way repeat measure ANOVas and Nonparametric analysis presented that both RT compatible and RT incompatible conditions task highly significant on Wilks lambda with(25) = 63 and p=0.05 meaning the hypothesis of each pairwise experiment comparison is significant

Regardless of the results, it shows compatible non-significant, the task had slower reaction times than incompatible task.

Notwithstanding, it seems the more stimulus responses in the reaction times increase slightly for the one and 2, showing significant results and three choices with the null hypothesis. Hick’s Laws found similar stimulus responses on his own were” negative correlation on the choice RT and test performance because of that. It was the concept of interest in mental speed, and ability is related to the practical level (Magill & Anderson, 2012).

Choice Reaction Time in Sports

Based on the results, anticipation has a high effect in a sport that requires whether to perform the movement or not, judo and boxing preparing to throw a punch or dodging it or non-sport, such as hitting the breaks suddenly because someone crosses the road while driving. It assumes the decision making and anticipation only can be improved by auditory or the main one visual demonstration. Moreover,  it gives the mastery to intensify performance quickly caused by the predictability of each environment they are. It could be upper hand for the athlete’s skills if they anticipate correctly at the right time, besides there are some disadvantages if the performer reacts too early. For example, in 2011, Usain Bolt was disqualified cause of false start because he anticipated to first before listening to the starter’s gun why we hear signal being delay by 4sc (Get set)before starting the race, so it could reduce the amount of false start to occur. Still, some studies show evidence showing an auditory reaction; timeless 100ms can be achieved (Schmidt & Lee, 2013). To avoid mistakes against anticipation, the opponent advance cues or increase knowledge of probabilities. Strengthening stimulus-response allows preparing for any outcome by temporal anticipation that makes the opponent switch tactics immediately. Or make random movements so it can keep him thinking every time such a fake pass in (football, rugby, volleyball, or basketball) could affect your opponent’s decision making. Although some studies show evidence showing an auditory reaction, timeless 100ms can be achieved (Schmidt & Lee, 2013).

Ballistic movement and Open & Closed Loop

This private study aims to analyze our movements for each 3 experiment, such as hockey, golf drive, and shop put to have a better understanding between closed-loop and open control. Open and closed-loop are the most subjects of consideration motor skills. The sensory contribution is considered in the ballistic movement due to mechanical systems such as “control of movements,” and they are most likely to be important in different situations that are needed a system to control itself. An excellent example would be a “home heating system that is set at a specific temperature, referring a mechanism to achieve is the goal.

Even so, an open loop is interpreted as a system that consists of two parts, and there are executive and effector, mostly to be referred to fast movements such as kicking, changing gear while driving, or at the traffic light and making serve on the tennis court. Additionally, recent studies have difficulties in explaining the new theory for discrete motor learning based on schema theory.  It is a theory that uses to recall memory to create movement; in other words, it assesses the movement coordination; however, it has been reviewed some researches mention that can be used parading is to test the predictions (Schmidt & Lee, 2013).

Later on, it was label by two types of researches who explore scientific research on 15 females with the age of 15 to test their performance ability using only forehand and backhand on table tennis. Also, they separated into three groups of 5 each had a task group 1 open loop, group 2 closed-loop and group 3 both loops to obtain the effect of open loops and closed loops to decide which is the best skill to enhance the performer, despite the fact they discover that open loops are the most suitable (Schmidt & Lee, 2013).

Fig 7. Is translating the results of hockey trials on repeated measure ANOVA analysis with Wilks’ Lambda.94, F (14) =0.48 with p=0.76, meaning there are non-significant results, but the outcome is the null hypothesis.

Fig 8 Golf Drive trials express Wilks Lambda .56, F (2, 11) =4.29 with p=0.05 informing there is a significant difference between each trial and null hypothesis.

Fig 9.this are the summary comparison on repeat measure ANOVA from the shot put trials (3) and golf drive trials (3) with F (13)= 8, p=0.00on the pairwise referring the results are significant.

This result demonstrates on, fig.7  some of the trials are not significant to the p=0.05 on the Friedman two-ways analyses showing null hypothesis, despite other measures showing the significant difference in their trial

For example, fig.9 was compared between shot put and golf drive their forthcoming was p=0.00 to p=0.05 meaning the variation from the results were significant with the difference in trials like Golf Drive trial three and all trial from shot put caused high significance

Implicating that 1 and 2 golf drive trial had no significance and deviated, referring to golf drive, it suggests there is a significant comparison on these trials. Furthermore, there was a problem in timing before throwing, which can be associated with the relative invariant timing.

The interpretation of all verdicts, that there is an increase in open loops than close loops, understanding some participants perform the slow movement to make compensation to be able to control the movement. Though close loops were more effective in those trials however this lop has limitations that include three stages of information, and cause of that is a terrible disadvantage, closed loops system often moves slower due to a process of information that takes time. Contrasted to a sport, the athlete would not have time to analyze their movements. According to Schmidt and Lee, (2013) some assumptions that psychologist tends to adopted theories in the modern era which they include laws of how to improve athlete in a sport like open skills cannot be performed in close steady environments likewise close skills. Secondly, one of the researches based on their studies theorized closed loop and open loop to enhance athlete performance in the sport, and they mostly refer to tennis. Open loops had a much higher significance than close loop control, considering they had a positive relationship, and some of the results showed that open loops are more efficient in this experiment, closed-loop control is more reliable to enhance the skill.

Benefits to Coaches and Performers

            The study helps the performers to determine the response that is related and associated with a certain environment and movement. The participants in distinguished sports would decide the next action take through a relative timing structure and other parameters that may affect the final results (Magill & Anderson, 2012). These parameters include the overall force used, the amplitude of the movement, and the time used in action. Through the motor programs, performers understand the patterns of movement that assist them in adapting to any environment as opposed to a specific movement that is constant (from 2CRT to 4CRT). The study will help participants have the best resp[ons e to any action and activity towards attaining their goals and having maximum certainty in goal achievement. Therefore, players would be guided by the spirit of goal achievement and success as opposed to luck. For instance, a dart player might hit the bullseye’s eye for one time, and they might regard it as luck, but those who are determined will strive to recall and recognize the strategies to make better results afterward.

Coaches are advised to motivate the players and included both practical and psychological training to the players (Magill & Anderson, 2012). Further, coaches are taught how to involve augmented feedback to players for positive results throughout the training and playing sessions. For instance, when a coach uses verbal feedback to make a player remember something while in play, they must do so in an effective manner where the data communicated is limited. The study enables the coach to point out the forms of cues that should be considered in any activity. For instance, while throwing a ball to a specific target, the coach should tell the player to keep the hips, feet, and knees directly to the target.

Reference List

Magill, R. A., & Anderson, D. I. (2012). The roles and uses of augmented feedback in motor skill acquisition (pp. 3-21). London: Routledge.

Schmidt, R. A., & Lee, T. D. (2013). Motor learning and performance: From principles to application. Human Kinetics.