Lesson 2
Understanding Movement Preparation
Written Assignment
Choice Reaction Time (10 points)
EQUIPMENT: 2 12-inch rulers and 1 partner.
ACTIVITY 1: The objective of this task is to see how fast your partner can catch a ruler once you let it go.
Hold one ruler vertically in the hand of your choice at its highest point so that the 12-inch line is closer
to the holding point. Have your partner line up his or her thumb and forefinger of one hand on either
side of the ruler at its bottom (ZERO). Once you are both in position, let the ruler go. Be sure not to give
any indication to your partner of when you are going to let it go. Note the numerical value of the point
of the catch. Do this 4-5 times. Note the results.
ACTIVITY 2: Now, hold a ruler in each of your hands while your partner places both hands in the starting
position. This time, explain to your partner that you will drop only one ruler and that the goal is to catch
the dropped ruler with the corresponding hand as fast as possible. Again, it is imperative that you do not
give your partner any indication of when you are going to let go. Do this 4-5 times. Note the results.
Was there a difference in where the ruler was caught for the two tasks? Explain your results.
Why is it important not to let your partner know when you are going to drop the ruler? Explain.
What is the relationship of your answer to the concept of number of response choices?
Dropper’s hand at 12 inches.
Catcher’s hand at zero inches.
Limited Attentional Capacity (10 points)
EQUIPMENT: Flat surface of approximately waist height.
PROCEDURE: Stand perpendicular to the flat surface so that your dominant side is closer to it. Now lift
your nondominant foot slightly off the ground and make a figure eight. Repeat this movement
continuously. Now, while continuing to make figure eights with your nondominant foot, trace the
numeral “6” on the flat surface with the index finger of your dominant hand.
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What happened when you attempted to perform the two tasks simultaneously? Discuss this
task with respect to attention.
Selective Attention (5 points)
Read the BOLD print in the following paragraph.
Somewhere Among hidden the in most the spectacular Rocky Mountains cognitive near abilities
Central City is Colorado the an ability old to miner select hid one a message box from of another. gold.
We Although do several this hundred by people focusing have our looked attention for on it, certain
they cues have such not as found type it style.
What conclusions can you draw regarding selective attention based on this example? Include
what you remembered about the regularly printed text in your response.
Chapter Review Questions (20 points)
Be sure you have read the entire chapter before answering. Include the question with all your answers.
1.
2.
3.
4.
5.
Compare and contrast direct and indirect perception.
What are “affordances”?
What is the relationship between reaction time and movement preparation?
Give an example of a situation where your goal would be to reduce response delays.
In World War II, pilots were given a deck of cards, and each card had a different picture of an
enemy aircraft. What might have been the purpose of these cards? Support your answer.
6. According to an ABC News report (June 18, 2000), there is a 400% greater chance of getting in
an accident when talking on a cell phone. In addition, the report states that 87% of the drivers
who use computer maps (global position maps) while driving veer out of their lane when
watching the map. Discuss these stats with respect to attention. Provide suggestions that may
reduce these statistics.
7. Explain the cost-benefit trade-off associated with anticipation.
8. You are driving along a divided highway when a deer crossing sign on the side of the road
catches your eye. When you look back to the road, you suddenly notice the illuminated brake
lights of the vehicle in front of you. There is a car approaching in the opposite lane and a ditch
on your right.
a. What objects in this scenario served as warning signals?
b. List the possible relevant and irrelevant stimuli that might be available in this situation.
c. How is Hick’s Law a factor in this situation?
d. Identify an example of stimulus-response compatibility in this situation.
e. The car in front of you swerves to the right. As you begin your response, it suddenly
changes direction back to the left. What impact will this sudden change in direction
have on your performance? Fully explain your answer.
f. What attentional style(s) are necessary to successfully avoid a collision?
g. Discuss how arousal may be a factor in this situation.
h. Explain the two-second safe following rule based on the information you have learned in
this chapter.
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Lesson 3
Behavioral Theories of Motor Control
Written Assignment
Signature Analysis: Fixed vs Flexible Features (10 points)
On a blank sheet of lined paper, write your name (signature) according to the following instructions:
with your dominant hand
with your nondominant hand
holding the pen/pencil in your mouth
holding the pen/pencil between your toes
pressing down very hard
pressing very softly
slowly, while maintaining legibility
quickly, while maintaining legibility
According to early motor program theories, each of the above variations of your signature would have
its own separate motor program stored in memory. Those theories were modified to suggest that the
motor program is a more general representation of a class of actions and consists of elements that are
relatively fixed and elements that can be modified.
Which aspects of the above instruction and of your corresponding responses were flexible and
defined how to execute the motor program? Why?
Which aspects were relatively fixed from trial to trial? Why?
Be descriptive and in-depth in your answers.
Organismic, Environmental, and Task Constraints (20 points)
Perform the following to develop a greater understanding of the role of constraints:
ORGANISMIC CONSTRAINTS
Try to touch your elbows together behind your back. What prevents you from being able to do
this? Is this a structural or functional constraint?
Now try to roll your tongue. Are you able to do it? Not everyone can. The ability to roll your
tongue is genetically determined. Is this a structural or a functional constraint?
Try to do the splits. Can you do it? What might be some organismic constraints that would
prevent you from performing the splits?
ENVIRONMENTAL CONSTRAINTS
Equipment Needed: 2 pieces of paper and a small fan.
Using two pieces of paper, make two identical paper airplanes. Make a starting point on the
ground to ensure the same starting position for each trial. Place the fan approximately three
meters to the side, perpendicular to the front of the starting line.
Turn on the fan, and throw your first plane straight ahead so that it must pass through the
stream of air created by the fan. Note the resulting flight path. Now, turn off the fan and throw
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your second plane using the same throwing motion you used to throw the first plane. Again,
note the resulting flight path.
What influence did the airstream produced by the fan have on the flight path of the first
airplane? The second? What adjustments would have to be made to get the plane to land
directly in front of you if the fan is turned on?
TASK CONSTRAINTS
Equipment Needed: 1 tennis ball or baseball, 1 partially deflated volleyball, 1 basketball, 1 large
playground ball, and a large open field or play area.
Using a mature overhand throwing pattern, throw each ball as far as possible into the open
area. If possible, have a friend videotape each attempt.
Compare and contrast each attempt. How did the size of the ball influence the distance of the
throw? Were the techniques used to throw the balls the same? What compensations were
made, and why? Did any organismic constraints influence the task?
Chapter Review Questions (15 points)
Be sure to have the entire chapter before answering. Include the question in your answer.
1. Define the terms “coordination” and “control.” Explain their relationship.
2. Explain the degrees of freedom problem.
3. What two major flaws were found in early motor programs? How does Schmidt’s Schema
Theory solve these two problems? How does the Dynamic System Theory solve these two
problems?
4. What is a schema? How do the recall and recognition schema work together?
5. What is the relationship between parameters and schema?
6. How could you determine if snow skiing and water skiing shared the same motor program?
Explain your answer using both motor learning terminology and providing specific examples.
7. What three lines of evidence suggest the existence of motor programs?
8. Compare and contrast open- and closed-loop systems.
9. Define self-organization. How is it different from hierarchical control?
10. What is the difference between a control parameter, a constraint and a rate limiter? Provide an
example of each using a skill of your choosing.
11. What is a phase shift? Explain how phase shifts are indicative of behavioral changes.
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Lesson 1
Introduction to Motor Learning and Control
Written Assignment
Exploration Activity (20 points)
EQUIPMENT NEEDED: 2 tennis balls and some space to move.
GOAL: To successfully juggle two tennis balls using your nondominate hand.
PROCEDURE: To start, place both tennis balls in your nondominant hand. Toss one ball upward. As the
ball reaches its peak height, toss the second ball upward, leaving the hand empty to catch the first ball.
Continue this pattern, attempting to achieve as many successive catches as possible. Repeat for 10
minutes, recording the number of successful catches you achieve on each trial (from the starting
position to the time you drop or miss a catch).
Assuming that you were eventually able to make two or more catches, can you conclude that
you have learned how to juggle two balls with your nondominate hand? Why or why not?
Let's say in that in the first nine minutes of juggling, you spent more time chasing balls than
catching them. Up until the nine-minute mark, your record number of catches was two. All of a
sudden, in the last minute you catch six. Does this mean you have learned how to juggle?
Based on this juggling experience, formulate a definition for learning.
What learner, task, and environmental factors affected your performance and learning?
Chapter Review Questions (20 points)
Be sure that you have read Chapter 1 before answering the questions below. Be sure to include the
entire question when submitting your answers.
1.
2.
3.
4.
5.
6.
7.
Compare and contrast motor learning and motor control.
Define learning. What is the relationship between learning and performance?
What four criteria must a task meet if it is to be classified as a skill?
How are skills and abilities different?
Explain why most of the classification systems discussed involved a continuum.
Briefly summarize each classification system.
Explain how Gentile’s taxonomy differs from the other classification types. Why is this
significant?
8. Explain the controversy over general vs. specific motor abilities.
9. Explain why predicting future performance success is not always accurate.
10. What is the relevance of the interaction of the learner, the task, and the environment in human
movement?
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