Uploaded byKaren Grace Alvaro
Motor learning and perception
This document discusses motor learning and perception. It covers several theories of motor learning including behaviorist theories from Thorndike, Watson, Pavlov and Skinner. Cognitive theories provide an alternative approach that focuses on how people interpret their environment to solve problems. Other topics discussed include Gestalt's laws of organization, Burton's taxonomy of movement skills, classifications of motor skills, and components of perception like visual, auditory and kinesthetic perception. The document also addresses perceptual motor learning and developmental coordination disorder.
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Introduction to motor learning and perception with emphasis on skill acquisition involving muscular movement.
Includes behavior theories by Thorndike, Watson, Pavlov, Skinner; emphasizes shaping approach and laws of learning.
Highlights Gestalt's principles like proximity, similarity, and closure which contribute to understanding motor learning.
Discusses cognitive theories as alternatives to behaviorism and emphasizes situational context in understanding learning.
Focus on human/machine theories, feedback importance, hierarchical control in skill development.
Explains categorization of movement skills from foundational to specialized and their classification like gross and fine.
Examines principles of motor skills adaptation for disabled individuals; involves stages of skill acquisition and reinforcement.
Explores perception components affecting motor learning; includes visual, auditory, tactile, and kinesthetic elements.
Suggests strategies for developing perceptual skills through fun activities and recognizing the significance of perception.
Identifies Developmental Coordination Disorder as a new diagnosis affecting motor skills and academic performance.
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Motor learning and perception
- 1. Motor Learning and Perception The acquiring of skills involving muscular movement. Karen Grace M. Alvaro
- 2. Behavior Theories Thorndike,Watson, Pavlov and Skinner Environment Laws Law of Readiness Law of Effect Law of Exercise
- 3. Motor Learning Theories Behavior Theories Cognitive Theories Human machine Theories
- 4. Skinner’s Shaping approach Set goals Pretest to establish current ability Set up environment to control the task Shape-a step by step progression of goals to reach Reinforcement of correct responses with rewards
- 5. Gestalt’s Theory Developedseveral laws of their own: Proximity Similarity Closure
- 6. Cognitive Theories Analternative approach to the Behaviorist individual’s interpretation of the environment how people abstract meaning from the environment and use this info to solve problems
- 7. Linking them together use of the behavioral approach may be appropriate students should be challenged to recognize and understand the principles involved
- 8. Human /Machine Theories Relatively new Cybernetics Feedback is critical in this approach Amount of info needed to develop a plan of action
- 9. Human /Machine Theories Hierarchical control-lower order program combine to form higher level programs the need to master appropriate developmental levels before teaching complex skills
- 10. Movement Skills Taxonomyof Burton Foundational skills Motor Abilities Early milestones Fundamental movement skills Specialized movement skills Functional movement skills
- 11. Classification of MotorSkills Gross Fine Discrete Serial Continuous Open Close
- 12. Motor Skill Tenetswith application to the disabled The ability to learn is influenced by growth and maturity The best way to perform any skill is dictated by mechanical and physiological principles of movement A new skill is learned through reinforcement and repetition
- 13. Motor Skill Tenetswith application to the disabled Practice alone does not improve performance. Learning rate varies greatly Emotion affects the process Learning is very specific Learning ability increases when success is present
- 14. Motor Skill Tenetswith application to the disabled Faster learning occurs when practice is followed by adequate rest Over learning is required Gross motor skills and continuous tasks are retained longer-like skipping and hoping
- 15. Motor Skill Tenetswith application to the disabled The students with disabilities learn motor skills the same way as others-sometimes it just takes longer While a continuous process, stages exist Stage 1-Cognitive phase Stage 2-Associative phase Stage 3-Autonomous phase
- 16. Perceptual Motor Learning recognition and interpretation of stimuli by the brain movement is a important key in the development of perception viewed as a cure for problems of learning academics-today it is seen more as a vital part of improving movement
- 17. Components of Perception Light/vision-visual Sound-Auditory Pressure/Touch- Tactile Smell-Olfactory Taste-Gustatory Position of body- Kinesthetic
- 18. Visual Perception Acuity Perceptual constancy Depth perception Visual figure Visual Tracking
- 19. Auditory Awareness Discrimination Direction Figure-ground
- 20. Kinesthetic Balance andthe ear Body awareness Laterality Sensory dominance Directionality
- 21. Tactile/ gustatory/olfactory TactileEspecially important for the visual sight problems Although not normal considered a factor in motor learning or perceptual development, gustatory and olfactory— Few like to learn or perform things in an environment that STINKS!!!
- 22. How to enhancethe perceptual process? Consider the perception in every activity! Develop games that are fun and work toward the perception Realize that little things do make a difference!
- 23. Developmental Coordination Disorder A new classification by the American Psychiatric Association Performance in daily motor activities that is substantially below normal and Interferes with academic achievement Cannot be attributed to other disabilities