Lecture 3: Behavioral Theories (MD) Flashcards

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1

Coordination and Control

  1. degrees of freedom
  2. coordination
  3. control

2

Coordination and Control

Degrees of Freedom

  • independent elements of each limb
  • body => joints (all action possibilities)

3

Coordination and Control

Coordination

  • organizing a system's degrees of freedom
    • into an efficient movement pattern
    • to achieve a desired result
  • to provide a skilled mvt
  • "Putting ingredients into a soup"

4

Coordination and Control

Control

  • manipulation of variables within a movement to meet the demands of a given situation
    • motor skill into different environments // changing varibles
    • given situation = taken account of degree of freedom

5

Motor Program Theories

  • theory based upon the brain as the "command center" for movement

6

Generalized motor program

  • class of actions or pattern of movement that can be modified to yield a response outcome

7

Invariant features

  • Relatively FIXED // NO CHANGE
    • EX. same letter
    • Fixed in motor skill
  • Defines motor program (WHAT)

8

Parameters

  • FLEXIBLE // YES CHANGE
    • different tasks or changes
  • defines EXECUTION of program (HOW+PLAYED OUT)

9

Invariant Features

  1. sequence of actions
  2. relative timing
  3. relative force

10

Invariant Features

sequence of actions

  • order of components = doesn't really change
    • EX: volleyball spike = fixed

11

Invariant Features

Relative timing

  • internal RHYTHM of the skill
    • EX: Swim fast vs. swim slow
      • = same swim technique
  • Regardless of speed = component mvt does NOT change
  • Cyclical events: hurdling, swimming, ect.

12

Invariant Features

Relative Force

  • tension created in muscles
    • proportionate regardless of resistance
  • EX: Air squats vs. 50lb squat
    • muscle use = STILL SAME

13

Parameters

  1. overall duration
  2. overall force
  3. movement direction
  4. muscle selection

14

Parameters

Overall duration

  • duration or speed of the skill is performed // MVT does not change
    • Long vs. short
    • Fast vs. Slow

15

Parameters

Overall force

  • amplitude of the movement
    • strength / power / range
  • EX. long vs. short pass
  • EX. learn to sit => stand
    • can do same # from high to low surface

16

Parameters

Movement direction

  • directional passes, shots, ect.
    • mvt needing aim (darts, pulling items to grab)

17

Parameters

Muscle selection

  • use different muscels to accomplish the same task
    • EX. different hands
    • EX. writing w/ hands VS. writing w/ mouth

18

Schema (WIP)

  • a rule or relationship that directs decision during a movement pattern
    • develops as a result of accumulated experiences (INFO) within a class of action
    • Already learn to change
  • Each attempt = builds bigger schema

19

Schema

Sources of Information

  • initial conditions
    • start info @ start of mvt
  • response specifications
    • parameters used for execution (amt of speed/force)
  • sensory consequences
    • feedback fr. mvt (what felt during/after mvt)
  • response outcome
    • success/fail of mvt

20

Schema

Recall schema

  • organizes the motor program that initiates and controls desired movement
  • subconsciously selected based on actual outcomes and response specifications

21

Schema

Recognition schema (fr. outside info)

  • based upon relationship between inital conditions, past outcomes, sensory consequences
  • comparison btn sensory feedback + reference of correctness

22

Motor program execution

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  • Open-loop control
    • brain general action plans w/o modification
    • feedback present BUT too late
    • EX. after a softball toss when pitching
  • Close-loop control
    • for beginners to learn
    • allows adjustments to be made after attempt
    • EX. Golf putting

23

Evidence for motor program control

  • reaction time increases = task complexity increases
    • mvt planned in advance
  • deafferentation
    • MONKEY
    • severing of nerves responsible for CNS sensory feedback
  • electromyography studies
    • similar activation in muscles for BLOCKED and UNBLOCKED limbs

24

Dynamic Interaction TheoryDynamic Interaction Theory

  • movements occur in response to
    • dynamic interaction of person
    • environment
    • task
  • movement patterns = result of constraints
    • IMPOSED by given situation
    • EX. finger movements with metronome // traffic (unexpected // can't explain movements)

25

Dynamic Interaction Theory

Constraints

  1. individual
  2. environment
  3. task

26

Dynamic Interaction Theory // Constraints

Individual

  • body attributes // personality characteristics // fitness varibles
  • EX: playing volleyball on knees

27

Dynamic Interaction TheoryDynamic Interaction Theory // Constraints

Environment

  • gravity // temperature // lighting // presence of spectators

28

Dynamic Interaction Theory // Constraints

Task (x3)

  • Goal: outcome of action
  • Rules: physical boundaries, movements, etc.
    • EX: fast pitch softball => don't lift toe off pitch
  • Implements: size of ball/goal, length of object, etc.
    • EX. athlete + smt else //

29

changes in movement

  1. control parameter
  2. rate limiters
  3. phase shifts

30

changes in movement

Control parameter

  • variables that, when changed, lead to changes in the collective behavior of the system
  • direction, force, speed, perceptual information

31

changes in movement

Rate-limiters

  • constraints that INHIBIT a system to change
    • DOES NOT CHANGE // when sm1 injuried
  • Strength, size, speed, etc.
    • EX. hop flexor gait walking example

32

changes in movement

Phase shifts

  • changes in movement behavior are the result of
    • series of transitions in a system's state of stability
      • EX. log walk // increase or decrease balance // swinging a heavy vs. light bat
    • Implement 3 weeks before big game

33
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Non-linear pedagogy

  • learners search through a range of potential movement solutions
    • for an optimal strategy

34

Perceptual-Motor Workplace

  • represents practice content for the learner
    • perception <=> action