Understanding Trust in the Performance of Complex Automatic Sport Skills

1991 ◽  
Vol 5 (3) ◽  
pp. 281-289 ◽  
Author(s):  
William E. Moore ◽  
John R. Stevenson
Keyword(s):  
Motor Control ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Applied Research ◽  
Movement Sequences ◽  
Skilled Performance ◽  
Automatic Selection ◽  
Letting Go ◽  
Sport Skills ◽  
Conscious Control

The concept of trust in performing complex automatic motor skills involves letting go of conscious controlling tendencies often learned during skill acquisition. Theories of motor control provide a framework for automatic selection and execution of movement sequences during skilled performance. Trust is viewed as a psychological skill in which the athlete releases conscious control over movements, thus allowing the automatic execution of the schema that have been developed through training. This paper defines and characterizes trust and its role in the performance of automatic sport skills, with the goal of suggesting a path for applied research concerning trust and sport skills performance.

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

Learning, Forgetting, and Relearning: Skill Learning in Children With Language Impairment

2014 ◽  
Vol 23 (4) ◽  
pp. 696-707 ◽  
Author(s):  
Esther Adi-Japha ◽  
Haia Abu-Asba
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Skill Learning ◽  
Group Differences ◽  
Fine Motor ◽  
Specific Language ◽  
Retention Testing ◽  
Over Time

Purpose The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance. Method The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later. Results Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills. Conclusions In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.

scholarly journals Movement automaticity as functional variability

2018 ◽  
Author(s):  
Wouter van Ginneken ◽  
Elmar Kal ◽  
Chris Low ◽  
Jamie Poolton ◽  
Rich Masters ◽  
...  
Keyword(s):  
Motor Control ◽  
Attentional Focus ◽  
Uncontrolled Manifold ◽  
Internal Focus ◽  
Conscious Control

Functional variability has been suggested to reflect movement automaticity. To test this hypothesis, we used the Uncontrolled Manifold (UCM) approach to operationalize functional variability in darts. We gauged the association between movement automaticity and functional variability in four different ways. First, we investigated whether functional variability was higher in the second half of a throw than in the first half, because the duration of a darts throw is too short for conscious control to intervene. Second, we compared whether functional variability was higher in experts than in novices, because motor control is presumed to be more automatized in experts. Third, we manipulated conscious control via attentional focus instructions, presuming that internal focus instructions result in reduced automaticity, and thus may decrease functional variability. Fourth, we administered the Movement Specific Reinvestment Scale (MSRS), which estimates the propensity for conscious control and was therefore expected to be associated with functional variability. In line with the hypotheses, functional variability was higher in the second half than in the first half of darts throws. Furthermore, experts displayed more functional variability than novices. These results suggest that functional variability reflects movement automaticity. However, neither the focus manipulations, nor MSRS scores significantly predicted functional variability. Further study is therefore required to ascertain whether functional variability reflects movement automaticity.

Kinaesthesis: Its Measurement, Training and Relationship to Motor Control

1983 ◽  
Vol 35 (2) ◽  
pp. 411-421 ◽  
Author(s):  
J. I. Laszlo ◽  
P. J. Bairstow
Keyword(s):  
Motor Control ◽  
Individual Differences ◽  
Motor Skills ◽  
Age Groups ◽  
Large Individual ◽  
Motor Behaviour ◽  
Perceptual Training ◽  
Developmental Trends ◽  
And Performance ◽  
Improved Accuracy

This paper reviews studies which demonstrate the importance of kinaesthesis in the acquisition and performance of motor skills. A method of measuring kinaesthetic sensitivity in children and adults (recently developed) is briefly described. Developmental trends in kinaesthetic perception are discussed and large individual differences found within age groups. It was shown that kinaesthetically undeveloped children can be trained to perceive and memorize kinaesthetic information with greatly improved accuracy. Furthermore perceptual training facilitates the performance of a drawing skill. On the basis of these results an argument is made for the importance of kinaesthesis in skilled motor behaviour.

Early motor development in infants with moderate or severe bronchopulmonary dysplasia

2021 ◽  
pp. 1-8
Author(s):  
S.B. DeMauro ◽  
M. Burkhardt ◽  
A. Wood ◽  
K. Nilan ◽  
E.A. Jensen ◽  
...  
Keyword(s):  
Bronchopulmonary Dysplasia ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Significant Risk ◽  
High Risk Population ◽  
Targeted Interventions ◽  
Motor Skill Acquisition

BACKGROUND: Timely development of early motor skills is essential for later skill development in multiple domains. Infants with severe bronchopulmonary dysplasia (BPD) have significant risk for developmental delays. Early motor skill development in this population has not been described. The aim of the present study was to characterize motor skill acquisition at 3 and 6 months corrected age (CA) and assess trajectories of skill development over this time period in infants with severe BPD. METHODS: We performed a single-center, retrospective descriptive study. Motor skills were categorized as present and normal, present but atypical, or absent at 3 and 6 months CA. Logistic regression was used to identify clinical characteristics associated with negative trajectories of skill acquisition. RESULTS: Data were available for 232 infants and 187 infants at 3 and 6 months CA, respectively. Ten motor skills were present and normal in 5–44%(range) of subjects at 3 months. Nineteen motor skills were present and normal in 1–63%(range) of subjects at 6 months. Significant postural asymmetry was noted throughout the study period. Loss of skills and worsening asymmetries over time were common. Exposure to sedating medications was significantly associated with poor development. CONCLUSION: We report delays in motor skill acquisition and postural asymmetries in infants with severe BPD at both 3 and 6 months CA. The association between sedating medications and poor development suggests that efforts to limit these exposures may lead to improved development. Targeted interventions to facilitate early motor development may improve outcomes of this high-risk population.

Assessing Sensorimotor Problems Via Bayesian Theory and Hidden Markov Models

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
José Baca ◽  
Juan Martinez ◽  
Scott A. King
Keyword(s):  
Motor Control ◽  
Bayesian Statistics ◽  
Motor Skills ◽  
Graphical Model ◽  
Mixed Reality ◽  
Markov Models ◽  
Hidden Markov ◽  
Early Stage ◽  
Continuous Assessment ◽  
Main Components

Abstract This work introduces a novel framework that combines Bayesian Statistics for motor control with a probabilistic graphical model to estimate sensorimotor problems. This problem is relevant because as we age, our motor skills tend to decay. A person with this type of problems finds difficult to perform even simple tasks such as walking, cooking, and driving. They become challenging activities due to the alterations to the motor control, which might lead to accidents or injuries. Therefore, the continuous assessment of the sensorimotor functions of a person could help in identifying potential problems at an early stage. This framework aims to provide a substantial estimation of the presence, or absence, of a sensorimotor problem over time. Our strategy is based on the integration of three main components, i.e., data collection during the execution of basic activities via mixed reality, estimation of coordination under uncertainty via Bayesian statistics, and the probability estimation of a sensorimotor problem at different instances of time via hidden Markov model (HMM).

scholarly journals Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition

2019 ◽  
Vol 9 (12) ◽  
pp. 356
Author(s):  
Tsubasa Kawasaki ◽  
Masashi Kono ◽  
Ryosuke Tozawa
Keyword(s):  
Motor Imagery ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Body Movement ◽  
Upper Extremities ◽  
Control Group ◽  
Imagery Ability ◽  
Motor Skill Acquisition ◽  
Motor Error ◽  
And Control

The present study examined whether (a) verbally describing one’s own body movement can be potentially effective for acquiring motor skills, and (b) if the effects are related to motor imagery. The participants in this study were 36 healthy young adults (21.2 ± 0.7 years), randomly assigned into two groups (describing and control). They performed a ball rotation activity, with the describing group being asked by the examiner to verbally describe their own ball rotation, while the control group was asked to read a magazine aloud. The participants’ ball rotation performances were measured before the intervention, then again immediately after, five minutes after, and one day after. In addition, participants’ motor imagery ability (mental chronometry) of their upper extremities was measured. The results showed that the number of successful ball rotations (motor smoothness) and the number of ball drops (motor error) significantly improved in the describing group. Moreover, improvement in motor skills had a significant correlation with motor imagery ability. This suggests that verbally describing an intervention is an effective tool for learning motor skills, and that motor imagery is a potential mechanism for such verbal descriptions.

Learning Style Consistency across Cognitive and Motor Settings

1995 ◽  
Vol 81 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Cheryl A. Coker
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Classroom Learning ◽  
Motor Skill Acquisition ◽  
Learning Styles Inventory ◽  
Style Consistency ◽  
Sport Analysis

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

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