Dec 2018

QUESTION 1

a) Motor Control and Learning in Sports Science

Motor control refers to the process by which the nervous system coordinates the muscles and limbs
to achieve specific movements and actions. In sports science, understanding motor control is crucial
for optimizing performance and enhancing skill acquisition. Motor learning, on the other hand,
encompasses the processes through which motor skills are acquired, retained, and refined over time.

Key aspects of motor control and learning include:

 Feedback Mechanisms: Athletes receive sensory feedback during movement execution,

which allows them to adjust and refine their actions.

 Coordination: Motor control involves the coordination of multiple muscle groups and joints
to produce fluid and efficient movements.

 Skill Acquisition: Motor learning involves the progression from initial unfamiliarity with a
skill to proficiency through practice and experience.

 Retention and Transfer: Motor learning theories explore how skills are retained over time
and transferred to different contexts or environments.

 Adaptation: Athletes continually adapt their motor skills to accommodate changes in task
demands, environmental conditions, and opponent strategies.

b) Influence of 'Task' and 'Organism' on Coaching Motor Skills

 Task Complexity: Coaches must consider the complexity of the skill being taught, breaking it
down into manageable components for effective learning. Simple tasks may require less
explicit instruction, while complex tasks may necessitate more detailed guidance and
practice.

 Task Specificity: Coaches tailor instruction to the specific requirements of the task and the
athlete's goals, emphasizing relevant techniques and strategies.

 Organism Factors: Coaches take into account individual differences among athletes,
including age, skill level, physical attributes, and cognitive abilities. Understanding each
athlete's unique characteristics allows coaches to customize training programs and
instructional methods.

 Feedback and Reinforcement: Coaches provide timely and constructive feedback to facilitate
skill acquisition and motivate athletes. Positive reinforcement and encouragement enhance
learning and performance outcomes.

 Skill Progression: Coaches structure practice sessions to promote skill progression, gradually
increasing task difficulty and complexity as athletes demonstrate proficiency and confidence.

By considering the interplay between task demands and individual capabilities, coaches can optimize
the learning process and foster skill development in athletes.

QUESTION 2
a) Definition of Sensory Neurons
Sensory neurons are specialized nerve cells responsible for transmitting sensory information from
the peripheral nervous system to the central nervous system. These neurons detect external stimuli,
such as touch, temperature, pressure, and pain, as well as internal stimuli related to the body's
physiological state.

b) Issues in Motor Control Theories Affecting Dynamic Interceptive Movements

 Timing and Coordination: Motor control theories must account for the precise timing and
coordination required to intercept moving objects or navigate dynamic environments.

 Perception-Action Coupling: The integration of perceptual information with motor

responses is critical for effective interception. Motor control theories should address how
perceptual cues influence action selection and execution.

 Adaptability and Flexibility: Dynamic interceptive movements demand adaptability and

flexibility in response to changing environmental conditions and task requirements. Motor
control theories must account for the mechanisms underlying adaptive behavior and
decision-making.

 Sensorimotor Integration: Successful interception relies on the accurate integration of

sensory feedback with motor commands. Motor control theories should elucidate the neural
mechanisms involved in sensorimotor integration and feedback processing.

Understanding the complexities of dynamic interceptive movements requires a multidisciplinary

approach that integrates principles from neuroscience, biomechanics, and psychology.

QUESTION 3

a) Visual Anticipation Skills in Expert Performance

Visual anticipation skills in expert performance involve the ability to predict future events or actions
based on visual information. Expert athletes develop a keen perceptual sensitivity to relevant cues in
their environment, allowing them to anticipate opponents' movements, anticipate ball trajectories,
and make strategic decisions in real-time.

Key aspects of visual anticipation skills include:

 Pattern Recognition: Experts recognize patterns and anticipate likely outcomes based on
prior experience and situational context.

 Peripheral Vision: Expert athletes expand their field of view to detect subtle cues and
anticipate peripheral events, enhancing their ability to react quickly and effectively.

 Anticipatory Timing: Experts time their movements and responses in anticipation of

forthcoming events, gaining a competitive advantage over opponents.

 Decision-Making: Expert athletes integrate visual information with cognitive processes to

make informed decisions and execute optimal strategies during competition.

b) Functionality of Proprioceptors in Bimanual Coordination Skills

Proprioceptors are specialized sensory receptors located in muscles, tendons, and joints, providing
feedback to the central nervous system about the body's position, movement, and orientation in
space. During bimanual coordination skills, proprioceptors play a crucial role in detecting specific
characteristics of body and limb movements, facilitating smooth and synchronized actions between
the hands.

Key functions of proprioceptors in bimanual coordination include:

 Muscle Length and Tension: Proprioceptors monitor muscle length and tension, enabling
precise control and coordination of movement timing and force production.

 Joint Position Sense: Proprioceptive feedback informs the brain about the relative positions
of the joints involved in bimanual tasks, allowing for accurate spatial awareness and
movement planning.

 Sensorimotor Integration: Proprioceptive signals are integrated with visual and vestibular
inputs to maintain postural stability and coordinate complex movements across multiple
joints and limbs.

 Feedback Regulation: Proprioceptive feedback adjusts motor commands in real-time,

correcting errors and optimizing performance during bimanual coordination tasks.

By incorporating proprioceptive feedback into motor control processes, athletes enhance their ability
to synchronize movements and achieve optimal performance in bimanual tasks.

QUESTION 4

a) Characteristics of a Novice in Sports

 Limited Skill Repertoire: Novices typically possess a limited range of fundamental skills
related to their sport, lacking proficiency in advanced techniques and strategies.

 Inconsistent Performance: Novices exhibit variability in performance, with fluctuations in

execution quality and accuracy across different tasks and conditions.

 High Error Rate: Novices make frequent errors and mistakes during skill execution, reflecting
their inexperience and unfamiliarity with task requirements.

 Low Decision-Making Ability: Novices struggle to anticipate and respond to situational cues
effectively, relying on reactive rather than proactive decision-making strategies.

 Dependency on Explicit Instruction: Novices rely heavily on explicit instruction and feedback
from coaches or peers to guide their skill acquisition and performance improvement.

 Limited Tactical Awareness: Novices have limited understanding of game tactics and
strategies, focusing more on individual actions rather than team dynamics and situational
contexts.

 Emotional Reactivity: Novices may experience heightened levels of anxiety and frustration
when faced with challenging or competitive situations, affecting their confidence and
composure.

 Slow Learning Curve: Novices require additional time and practice to acquire and refine
motor skills, progressing gradually through the learning stages despite initial struggles and
setbacks.

b) Roles of an Instructor/Coach with Intermediate Performers

  Skill Refinement: Coaches focus on refining and consolidating fundamental skills,
emphasizing technique correction and fine-tuning of movement patterns to optimize
performance.

 Strategy Development: Coaches introduce more advanced tactics and strategies tailored to
the athlete's skill level, fostering greater tactical awareness and decision-making ability.

 Performance Analysis: Coaches analyze video footage and performance data to identify
strengths, weaknesses, and areas for improvement, providing targeted feedback and
guidance.

 Psychological Support: Coaches offer emotional support and motivation, helping

intermediate performers manage performance-related stress and develop resilience in
competitive environments.

Question 5

Explanation of Overlearning Overlearning refers to the continued practice or

repetition of a skill or task beyond the point of initial mastery. In other words, it
involves practicing a skill even after it has been performed correctly and consistently.
Overlearning aims to reinforce the neural pathways associated with the skill,
enhancing automaticity, fluency, and retention.

b) Analysis of Variability in Practice

Variability in practice involves modifying certain aspects of movements and

contextual factors to promote skill adaptation and transfer. Here are three
movements and context characteristics that could be varied in practice sessions:

 Environmental Conditions: Practicing in varied environmental conditions

exposes athletes to different stimuli, such as lighting, temperature, and terrain.
For example, a soccer player might practice shooting under varying wind
conditions or on different types of playing surfaces (grass, turf, indoor court).
This variability enhances adaptability and helps athletes adjust their
movements to different game situations.
 Opponent Behavior: Incorporating variability in opponent behavior
challenges athletes to anticipate and react to diverse defensive or offensive
strategies. For instance, a basketball player might practice dribbling drills
against defenders with different playing styles (aggressive, passive,
unpredictable). This variability enhances decision-making skills and improves
the athlete's ability to read and respond to opponents in actual game
situations.
 Task Complexity: Varying the complexity of practice tasks requires athletes to
adjust their movements and decision-making processes accordingly. For
example, a gymnast might practice a routine on the balance beam with
varying degrees of difficulty, incorporating different combinations of jumps,
spins, and flips. This variability challenges the athlete to adapt their technique
and timing to meet the demands of each task, promoting skill transfer and
generalization across different performance contexts.