Understanding Motor Tasks: Classification, Analysis, and Development

Posted on Nov 26, 2024 in Physical Education

Classification and Types of Motor Tasks

Physical Involvement (Cratty, 1982)

• Fine: Small muscle groups, precision, and dexterity.
• Gross: Large muscle groups, less precision.

Control or Ambient Priority (Poulton, 1956)

• Closed: Internal feedback, known context, easier to execute.
• Open: External feedback, unknown or changing context.

Cognitive Engagement (Knapp, 1963)

:

• Usually, sequence of movements known that they tend to automate.

· Perceptive: unknown sequence of movements that require cognitive engagement.

• Depending on the degree of control over the action (Singer, 1980):

· Regulation outside: the ability to adapt to the environment conditions, external feedback.

· Regulation internal or self-regulation, important order and sequence of movements, internal feedback.

· Regulation joint or combined: the importance of control mechanisms, both internal and external.

• Segúnel degree of permanence of the movement and settings or feedback motor (Singer, 1986):

· Discrete or discontinuous movements of short duration, when the action starts are difficult or impossible to modify.

Fluid or continuous ·: tasks over a certain period, allowing for certain modifications on the fly.

· Series: repeat cyclically.

• Depending on how the internal structure of the motor task (Famous, 1983):

• Define: all elements are clearly known (objectives, materials, success criteria, etc.).

· Semidefinite: some elements are not defined with absolute clarity.

Do not set: the subject is encouraged to participate.

• Didactic analysis of the motor tasks

2.1 .- The perception

To discuss items to assess the degree of complexity of tasks with respect to perceived

• Environmental conditions (Knapp, 1965)
  • The degree of environmental control, or type of priority (Poulton, 1957)
  • The degree of control over the action (Signer, 1980)
  • The initial state of the individual and the object (Fitts, 1975)

• The purpose of the task related to the mobilization of objects (Robb, 1975)

• The type and level of stimuli: the degree of complexity in the perception of stimuli depends on:

• Number of stimuli to which we must antender

• number of stimuli presented

• Speed ​​of the stimulus

· Duration of stimulation

· Intensity of stimulus

· Conflicts stimulus

From the point of view of the mechanism of perception and elements based on the tasks can be simple or complex:

· Simple (simple perceptually) have more elements of domestic regulation.

· Complex (perceptually complex) have more elements of external regulation.

2.2 .- The decision

Elements to analyze the lowest value or greater complexity of tasks with respect to the decision.

• The number of decisions required:

· Few decisions

• Many decisions

• The number of alternatives in the order of tasks

· PURPOSE single

· Multitude of purposes

• The number of proposals at each decision alternative motor

• Proposal only driving

• Many proposals motor

• The speed required to make the decision

· Much time to decide

· Little time to make the decision

It is necessary to distinguish the time of perception, decision and implementation.

• The level of uncertainty

• • Characteristics and evolution of gross motor skills

• (We saw this in the item 1)

  Progress from reflex activity that takes place unintentionally, to motor patterns increasingly complex coordinate on the higher nervous centers.

  Stages of development and motor learning:

  • Reflex movements (0-1 years).
  • • • Rudimentary movements (up to 2 years): shoot (1-5 months), crawling (11-12 months), sitting (6-9 months), crawling (7-9), stand (9 months), walking or marching (9-15 months).
      • Motor skills and perceptual-motor (2 / 3 years ahead).
      • Gross motor skills (2 / 4 – 6 / 8 years).
      • Generic motor skills (6 / 8 – 10/12 years).
      • Specific motor skills (10/12 – 12/14 years).
      • Specialized motor skills (14 and over).

  Gross motor skills are movements, jumps, spins, throws, catches, beatings and kicks. They are the foundation of sports. They are based in turn on the physical, perceptual-motor and motor.

  Classification of motor skills in relation to motor skills:

  Can be classified as:

  · Skills drive that involve:

  • Locomotion: start running and jumping. Related to locomotor coordination or overall dynamics.
    • • Projection, handling and receiving mobile: pitching, catching, hitting and kicking. Related to visual-motor coordination and segmental.
      • Management body: money. Related to the static and dynamic balance.

  The march: the natural form of vertical locomotion. There is always one foot in contact with the ground. Walking is a period of closure and the support. By increasing the speed of walking appears the race, and that increasing continuity breaks the continuous contact with the ground. The first attempts to walk without assistance are precarious adventures in which you lose your balance, so steps are short, open toe, lacks coordination of the arms and legs and makes jerky movements. Gradually, these features are in continuous progression. The average age at which they arrive to perform the basic movements are:

  • 9-15 months: he stands.
    • 18-20 months: 170 steps per minute (adults 140-145 steps per minute).
    • 2.5 years, starting away side. You can hear the drive cycle.
    • 3 years: true automation. Strides of the same length, height and pace. There is no need to look at feet. Walking backwards.
    • 4 years: more harmonious place. Arm swing. No shuffling. Balanced steps.
    • 6: mature in the march. Straight trunk, without tension. Harmonic movements of arms. Rhythmic movements of the stride. Weight Transfer: tip-heel. Feet pointing to the direction to follow.

  Variants of the march:

  • 3 years: climb stairs. At first up the stairs putting both feet on the same step.
    • 3-4 years: Begins to walk down stairs.