Basic Concepts of

Applied Motor Learning

and Performance
GROUP 2| Presenter Name: CALICDAN, PIA
OBJECTIVES
 Define motor learning and its relationship to other related disciplines
 Define motor control, motor development, motor behaviors, and
motor performance
 Understand the factors contributing to motor learning performance
 Understand some of the important terminology used in research
 INTRODUCTION

GABBY DOUGLAS

MICHAEL JORDAN

BRUCE LEE

SKILLS REQUIRES PASSION AND COMMITMENT

 Competitive Analysis
 From a motor learning perspective, the majority of human movements are learned skills.
(Enoka, 2009; Payne & Isaacs, 2008)
 All human actions or movements are the result of a neuromuscular integrated brain and
body controlled process.
(Voight, Hoogenboom & Preventice, 2007)
 There are billions of nerve cells coordinated and working together from various regions
of the human brain.
[Lundy-Ekman (2007) and Bear, Connors, and Paradiso (1996)]
TAKE NOTE:
 The human body has a total of about 656 skeletal muscles
 When performing certain motor skills in SPORTS any slight deviation
from the planned movements can result either in failure to perform
the designated motor skills successfully or in injury.
 Without proper training, it is almost impossible for any human being
to engage in those coordinated movements.
What is Motor learning?
 Motor - in physical education and studies of the body this refers to
movement.
 Learning - the acquisition of knowledge or skills through study,
experience, or being taught.

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Motor Control, 
Motor Development, 
Motor Behavior and
Motor Performance
GROUP 2| Presenter Name: ABALOS, CARL
Motrol Control
 is the regulation of movement in organisms that process a nervous system.

What does the nervous system have to do with motor controlling?

 Motor learning is a complex process reflection the response of the nervous system to a
task- specific activity to perform the Ta's and the environment within which the task is
being performed.  
Motor Development
 is the process of learning how to use muscles in the body to move.
 motor development falls into two categories: fine motor and gross motor.

Gross motor skills 

 refers to the use of larger muscles of the skeleton to maintain posture and balance for activities.

Fine motor skills 

 -refers to the use of smaller muscles of the hand, feet and face.
 Motor learning is an
internal process

Motor learning Motor learning

FIVE is to form motor
is a set of
CHARACTERISTICS habits
processes
OF MOTOR
LEARNING

Motor learning is
Motor learning is not value free
relatively permanent and it can be
negative
 Factor Contribute to
Motor Performance
GROUP 2| Presenter Name: De Guzman, Alessandra Mari C.
Learner’s
Characteristics
(age, gender, experience,
cognitive ability, genetic traits,
psychological characteristics,
etc.
Instructor’s
Competence

(sports science background,

athletic experience, knowledge
of sport, administration and
communication skill, human
relation skills, etc.)
Learning Environment and
Conditions
(Undistractive learning
environment, facility and
equipment, sports field and
settings, organization of training)
Learning takes place in an internal fashion in a learner’s brain,
one of the effective ways for an instructor to understand how
much a student has learned is to observe his/her
performance, which indirectly reflects the student’s learning
progress.
APPLICATIONS OF MOTOR
LEARNING TO RELATED
PROFESSIONS
GROUP 2| Presenter Name: DARANG, KINDRED
 Motor learning is a subject with broad implications from which people
teaching in many fields can benefit, ranging from the elementary
school to the Olympic level, from recreational sports to the military,
from non-competitive to combat institutions, from individual to team
sports, etc.
 For example, at the elementary school level youngsters are taught
basic motor skills such as kicking, throwing, jumping, running,
catching, or climbing and these learned skills can then be transferred
to various sports-related movements in the future.
 At the Olympic level, the purpose of motor learning is to achieve peak
performance in competition.
 In the area of physical education, from elementary school to the
college level, students learn the different motor skills of various sports
to keep fit, have fun, and develop a healthy lifestyle (NASPE, 2004).
 Learning proper motor skills is one of the most important objectives
of physical education programs in school settings.
 The more successful the students are at mastering motor skills, the
more likely they are to keep playing sports as their life-long leisure
activities. In other words, the effective teaching of motor skills to
students in school settings will directly impact their future lifestyles
and exercise habits.
 With a thorough knowledge of motor learning, exercise and sports
science professionals can effectively help their clients design training
programs that incorporate the ideal movement activities required for
the particular situation.
MOTOR LEARNING IN
PHYSICAL EDUCATION
GROUP 2| Presenter Name: CAMACHO, KYLA MAE | CARANTO, BENJIE | BALANQUIT,
NORVELYN | BANGUG, ALLAN | BACANI, CHARLES EDWARD | ACOSTA, BENEDIC
 Motor learning refers to the brain's ability to develop control over the body'
muscular skeletal system to produce coordinated and timed movements in
response to the demands of the surrounding environment.
 All motor learning occurs in response to the requirements of the
surrounding environment.
Motor control:
 The brain's ability to produce smooth controlled movement.
Movement patterns
 Particular movements that are strung together to achieve and
objective.
With enough practice within a specific sporting environment, motor
learning allows skills to develop to very high levels.
Movement patterns:

 Particular movements or series of movements that are strung together to

achieve an objective.
 The age of the performer again affects motor learning as the body matures
and the abilities of the muscular skeletal system begin to deteriorate.
 This decline can be seen as a loss of speed, strength, flexibility, agility and
endurance. While the brain might still be capable of producing skilled
coordinated movements, the body may no longer respond adequately to the
brains commands.
 For example, a 60 year old man can quite often recall the glory days of
his glory days of his sporting career, but cannot reproduce them
physically.

 Whilst old age limits motor learning and physically ability, it is not
always the case.
 Subroutines
A collection of neural impulses fired off to the muscles to produce part
of a larger movement pattern.
 Neural impulses
- Electrical signals sent by the brain to stimulate muscle movement.
 Motor program
A series of organized and coordinated subroutines designed to produce
a specific movement pattern.
 Parameters
Motor program settings that are established on each execution of a skill
to ensure it is suitably adapted to the current situation.
 Force parameter
The effort with which the muscles contract, setting the strength, speed or power of a
subroutine movement.

 Speed parameter
Controls the timing of individual subroutines to ensure the whole motor
program remains coordinated and retains its rhythm.
 Effort flow parameter
The amount of change that must occur to the subroutine movements to
compensate for the variables of force and speed.
 Skilled performance
Occurs when a practised movement pattern produces a successful
result.
 Learning models: Theories that attempt to explain how humans gain
knowledge or skills from instruction or practice
 Motor learning theories: Learning models specifically designed to
explain the process of skill acquisition
 Skill acquisition: The process of improving the construction and
manipulation of movements for the purpose of achieving specific
results; typically associated with the gaining of specific motor
techniques.
 Classifying motor skills
Motor skills can be grouped into a range of classifications based in different criteria:
 Type 1: Discrete continuous and serial movements. Classification based on the length of time the
motor pattern can continue.
 - Discrete skills: Skills that are performed for a specific period as they have a distinct beginning and
end for example a volleyball serve.
 -Continuous skills: Skills where the movement pattern has no specific start and end. These skills can
continue for an unspecified period of time, and this time is usually dictated by the environmental
factors surrounding the skills at the time the skill is being used for example walking.
 Discrete and continuous skills develop and link together to form serial skills.
Serial skills: Skills that string together a number of other skills to produce a seemingly continuous
performance.
 Type 2: Locomotor, non-locomotor and manipulative movement skills.
Classification based on the amount of movement in the motor pattern.
 - Locomotor skills: skills that require the whole body to move about a
space for example running.
 - Non-locomotor skills: Skills that are performed on the spot for example
balamcing.
 - Manipulative skills: Skills that incorporate an object or piece of
equipment that must be controlled as part of the movement pattern for
example serving.
 Type 3: Fine and gross motor skills. Classification based on the level of
muscle recruitment in the movement pattern.
- Gross skills: Skills that recruit large muscle groups in order to produce
large body movements or to move the entire body around a space for
example cycling.
- Fine skills: Skills that recruit small muscle groups to produce precision
movements. Motor skills can be placed on a continuum of fine to gross
for example aiming.
 Type 4: Open closed movement skills. Classification based on the environment in which
the movement pattern is performed.
 - Closed skills: Skills that are generally performed in predictable environments where
the performance of the skill is totally internally paced. The environment for closed
skills is 'predictable' as generally ther are very few variables to consider when applying
the skill and the success of the skill relies heavily on the performer's ability to perform
the skill consistently for example conversion kicking in rugby league.
 - Open skills: Skills that are generally performed in unpredictable environments where
the performance of the skill is totally reactionary. As open skills are used in reaction to
what is happening in the performance environment, performers must develop the
ability to 'read the play' or anticipate an opponents movement to be successful.
Building blocks and motor programs
 A motor program is an abstract representation of movement that
centrally organizes and controls the many degrees of freedom
involved in performing an action.
 Before birth brain is learning to control the body movements
 These subroutines to begin with are very simple' moving arm/ clenching fingers
 First subroutines then become second nature
 Basic subroutines are then linked together to create a more complex motor program - involves more
increasingly intricate movements
 Muscle control allows for developmental motor programs (e.g) infant from standing to walking
 Subroutines are manipulated and assembled in different ways to create a variety of new motor
programs - increasingly more complex
 Subroutines are thought for as building blocks for skills
 More subroutines that are learned, the more building blocks are obtained for constructing new skills
 Subroutines consist of one skill that has been broken down into mini routines
 Subroutines ensure for more precise and accurate success rate when performing the skill as on
PRINCIPLES OF MOTOR
LEARNING IN PHYSICAL
EDUCATION
GROUP 2| Presenter Name: CAYOG,ELLAINE JOY |
CALUGAY, LANCE ANDREI |CABRERA, ARRIANE
1. PRINCIPLE OF INTEREST
• a student's attitude toward learning a skill determines for the most part the amount and kind of
learning that takes place.
2. Principle of Practice
• practicing the motor skill correctly is essential for learning to take place.
3. Principle of Distributed Practice
• in general short periods of intense practice will result in more learning than longer, massed practice
sessions.
4. Principle of Skill Specificity
• a student's ability to perform one motor skill effectively is independent of his/her ability
to perform other motor skills.
5. Principle of Whole-Part Learning
• the complexity of the skill to be learned and the leaner's ability determine whether it is
more efficient to teach the whole skil or break the skill into component parts.
6. Principle of Transfer
• the more indentical two tasks are the greater the possibility that positive transfer will occur.
Practice conditions should match the conditions in which the motor skill is going to be used.
7. Principle of Skill Improvement
• the development of motor skills progresses along a continuum from least mature to most mature. The
rate of progression and the amount of progress within an individual depends upon the interaction of nature
and nurture.
8. Principle of Feedback
• internal and external sources of information about motor performance is essential for learning to take
place.
9. Principle of Variable Practice.

• block practice aids in performance while variable practice aids in learning. Variable practice causes an
increase in attention.
Consider:
 
1.     Tasks in a lesson
2.     Student interest
3.     Sequencing of units during a week
4.     When students will practice
5.     How students will practice a skill
6.     Blocking or Continuous planning of units.
7.     How long and what period a skill will be practiced
8.     The order that skills will be taught in a unit and through a yearly plan
 
Additional consideration:
Ø    Challenge to child fitness
Ø    Friday afternoon classes
Ø    Expected weather conditions
Ø       Traditional activities in the community
 
Assessment in a unit and over the whole year
THANKYOU FOR LISTENING! 
GROUP 2
• CALICDAN, PIA MAE ZENITH C
• BALANQUIT, NORVELYN
• CALUGAY, LANCE ANDREI
• BANGUG,ALLAN
• CAMACHO, KYLA
• CAYOG,ELLAINE JOY
• CABRERA, ARRIANE
• ACOSTA, BENEDIC
• DE GUZMAN, ALESSANDRA
• ABALOS, CARL
• DARANG, KINDRED
• CARANTO, BENJIE
• BACANI, CHARLES EDWARD