Motor Learning and Development

Introduction

HSE204 Motor Learning and Development laboratory activities are designed to provide students with practical experience and application of concepts of motor learning and motor development discussed in lectures, readings, and the study guide. The laboratory experiences should help students gain a greater understanding of the methods of study used in motor learning and motor development. Completing the results and discussion questions of the laboratory exercises should also support students in their study of the theoretical and research concepts of motor learning and development and assist in preparation for the examination.

All material covered in the laboratory exercises is examinable.

Laboratory assignment

Upon completion of online practicals 1-4 students are required to complete a laboratory assignment, which will consist of two laboratory reports corresponding to any two laboratory exercises completed during online practicals in weeks 2-5. For each laboratory report students are to complete the Results and Discussion questions (there is no requirement to provide an Introduction or Method to the laboratory report as this has already been provided in this laboratory manual). Specific information on how to prepare your laboratory assignment is provided in the unit guide and within practical laboratory classes.

Be sure to refer to the unit guide for important information concerning requirements for completion of your laboratory assignments. The unit guide will tell you which laboratory exercises you are to submit this trimester and the submission dates. It will also provide information on assessment of the laboratory assignments and the word limit.

In general, each laboratory report should consist of a Title, Results section, Discussion section, and a list of References. The Results section must include both a written summary of the results as well as tables and/or graphs. It is important that you interpret the data presented in any tables or graphs. The Discussion section consists of a series of Discussion questions. You must answer the assigned questions. Your responses should include discussion and critical analysis of the related research and refer to the findings of the laboratory (as reported in the Results). You will be assessed on the depth of understanding and evidence of reading. You should include a reference list in APA format.

Learning resources

Material for completing the laboratory assignment can be obtained from class notes, the unit study guide, your textbook, recommended readings and additional sources (including scientific journal articles, related to the laboratory topic). It is important that in completing your assignment you support the answers you provide by referring to the motor learning and motor development literature. The references you use in your laboratory report assignments should only be peer reviewed literature, and NOT the unit study guide.

ONLINE STUDY in 2023

Students will attend online practicals in the Zoom classroom during practicals 1-4 (weeks 2-5) this trimester. All students should have access to a webcam and microphone to enable active involvement in practical activities. The tasks have been specifically designed for completion ‘at home’. Minimal equipment is required; however, some activities may involve the use of a computer keyboard and handheld mouse. It is a useful learning experience to participate in these activities to gain greater understanding of the concept being investigated.

Plain language information statement for participation

In order to examine basic motor learning and motor development principles, it is necessary to have volunteers from the class undertake various movement tasks. You should only volunteer to be a participant if you are in good health. Before you consent to be a participant you should have explained to you, and understand, all the procedures that will be involved with the laboratory class. If you have any questions, please do not hesitate to ask the demonstrator. If at any time you feel uncomfortable, or wish to stop, you should feel free to do so.

You are invited to participate in the activities prescribed in this unit. The activities involved in the unit include:

• Reaction time measures
• Basic movement tasks
• Basic coordination tasks
• Drawing tasks
• Puzzle tasks

Laboratory 1: Bilateral Transfer

Introduction

Purpose: To demonstrate the transfer of learning effect known as bilateral transfer.

Bilateral transfer is observed when a non-practiced limb shows a performance increase for a motor skill as a result of practicing the skill with the opposite limb. In this lab, bilateral transfer will be explored by investigating how much transfer occurs from practicing with the preferred arm to the non-preferred arm on a keyboard typing task.

Suggested learning resources

Spittle. M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: Palgrave-MacMillan. Chapter 13.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK. Chapter 6.

HSE204 study guide: Study Area 1, Topic: Changes in learning and transfer of learning.

Online module: Changes in learning and transfer of learning.

Task: Keyboard finger tapping task

Equipment

• Computer with standard keyboard
• Timer or stopwatch

Procedure

The participant should place their fingers on the computer keyboard corresponding with the image below. Correct placement of the fingers on each key is essential.

The goal is to type sequences on the keyboard as quickly and as accurately as possible. The total number of correct sequences typed during each trial will be tallied to determine the score.

The finger tapping sequence is:

The participant should focus on their fingers, and the sequence of tapping, not the letters being typed

When completed with the left hand, the correct sequence will read: “fsad”

When completed with the right hand, the correct sequence will read: “jl;k”

Each trial was last for 30 seconds, and the score will be calculated as the total number of correct sequences typed during the 30 second period.

The first trial (pre-test) should be completed using the non-preferred hand. Then, trials 2 through 6 (practice trials) should be completed using the preferred hand. Finally, trial 7 (post-test) should be completed using the non-preferred hand.

Your demonstrator will instruct you through each trial of this task to ensure that you are completing the task as intended with the correct timings.

Begin the first trial by placing your cursor in the box below.

Complete the numbered sequence with your fingers “2, 4, 5, 3” for 30 seconds, as quickly and as accuratley as possible:

Trial 1. Non-preferred hand (pre-test)

To score the test, award 1 point for every full correct sequence that has been typed

Trial 1 Pre-testing result = ______

We will now practice the task for 5 x 30 second blocks with the preferred hand

:

Trial 2. Preferred hand practice block 1

Trial 2 Score = ______

Trial 3. Preferred hand practice block 2
Trial 3 Score = ______

Trial 4. Preferred hand practice block 3
Trial 4 Score = ______

Trial 5. Preferred hand practice block 4

Trial 5 Score = ______

Trial 6. Preferred hand practice block 5
Trial 6 Score = ______

For the final attempt, we will-test the non-preferred hand. Complete the numbered sequence with your fingers “2, 4, 5, 3” for 30 seconds, as quickly and as accuratley as possible:

Trial 7. Non-preferred hand (post-test)

Trial 7 Post-testing result = _______

Data Collection

1. Record your score for each trial.

Individual Data Sheet

2. Record your scores on the Group Data Sheet on the class computer.

Group Data Sheet

3. Calculate the percentage of improvement for the non-preferred hand by:

% Improvement = ([Trial 7 Score – Trial 1 Score]/ Trial 1 Score) x100

Results

1. Presentation / 1.5

Present the individual and group results of the lab in a graph (e.g., line graph) and present the percentage improvement scores for the group and for yourself.

2. Interpretation / 2

Interpret the results of the lab in relation to the purpose of the lab (i.e., what did we actually find). Was there bilateral transfer of learning?

Discussion questions

1. Theory / 3

Discuss the findings of our lab in relation to the ‘motor program’ explanation of bilateral transfer.

2. Research / 3

In what direction did bilateral transfer occur? Discuss symmetric and asymmetric transfer and consider the findings of our lab in comparison to previous research on the direction of bilateral transfer.

3. Application / 3

Discuss the practical implications of the findings from our lab and research/theories for practitioners of clinical exercise science and occupational therapy/rehabilitation for stroke patients.

Note: You must provide peer-reviewed references to support your answers.

References

Magill, R. A. (2011). Motor learning and control: Concepts and applications (9th ed.). Dubuque, IA: McGraw-Hill.

Spittle. M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: Palgrave-MacMillan.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK.

Laboratory 2: Fitts’ law

Introduction

Purpose: To examine Fitts’ law (Fitts, 1954): the trade-off between speed and accuracy.

Many motor skills require a person to perform with both speed and accuracy. For example, kicking a penalty kick in soccer, pitching a fastball for a strike in baseball and softball, and typing, all require fast and accurate movement to achieve successful performance. One characteristic observed in the performance of many skills where both speed and accuracy are important is the speed–accuracy trade-off. That is, when the person emphasises speed, accuracy is reduced. And conversely, when they emphasise accuracy, speed is reduced.

For example, you will typically type a sentence more slowly if you try not to make any errors than if you aren’t concerned with the number of errors you make. Thus, in many sporting situations the performer must strike a balance between speed and accuracy for optimal performance. For instance, in slalom kayaking the paddler tries to complete the course as quickly as possible while correctly negotiating gates on the course. To do this the paddler must balance the need for speed with accuracy, because every time a gate is hit or missed time is added to their run.

The speed–accuracy trade-off is such a common characteristic that a mathematical law describes it. Fitts’ law is based on the work of Paul Fitts (1954) who used a tapping task and manipulated the distance to move and target size. For the tapping task, as distance or target size increases, movement time increases and as target size or distance decreases, movement time decreases.

Fitts’ law has been shown to generalise to a variety of physical activity and ergonomic situations where speed and accuracy play important roles. For example, single manual aiming tasks, various age groups, movements of the lower limbs, movements underwater, tasks where the movements are so small that they must be viewed under magnification, the imagery of movements rather than actual movement, pegboard tasks, using computer input devices (keys, mouse, joystick), and pointing at, reaching for and grasping objects (Schmidt & Lee, 2005).

Suggested learning resources

Spittle. M. (2013). Motor learning and skill acquisition: applications for physical education and sport. South Yarra: Palgrave-MacMillan. Chapter 7.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK. Chapter 9.

HSE204 study guide: Study Area 2, Topic: Cognitive approaches to motor control and motor learning.

Online module: Cognitive approaches to motor control and motor learning.

Task: Online game

Equipment

• Computer with mouse

Method

Click on the following link to access the Fitt’s law online game resource. Note that you will need to record your results in the laboratory manual as you go: http://fww.few.vu.nl/hci/interactive/fitts/

Data collection

Experiment one: size and distance of the targets are the same

Experiment two: size of the targets are the same, distance between targets is different

Experiment three: distance between targets is the same, size of targets are different

Based on your results from experiments 1-3, make a statement about  the effect of target size and target distance on movement time

Record your individual results (mean time in ms) for experiment four in the table below.

Record your average movement time results for task on the class spreadsheet.

Group Data Sheet (class average)

Results

1. Presentation / 1.5

Present the results (experiment four) on a column graph for the group only.

2. Interpretation / 2

Interpret the results of the lab in relation to the purpose of the lab (i.e., what did we actually find). Was there a speed accuracy trade-off and did the results conform to Fitts’ Law? (Remember to discuss comparisons of the a and b tasks of the same difficulty).

 Discussion questions

1. Theory / 3

Discuss open and closed loop models of motor control. Were both models utilised

within our lab task?

2. Research / 3

Discuss how long it takes to make corrections to movement based on visual feedback and how this influences performance on motor skills. How would this contribute to the results obtained in the lab task?

3. Application / 3

Discuss the practical implications of the findings from our lab and explain how this knowledge could be utilised by teachers or coaches when attempting to improve motor skill performance in a sport or activity of your choice.

Note: You must provide peer-reviewed references to support your answers.

References

Fitts, P. M. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology. 47, 381–391.

Magill, R. A. (2011). Motor learning and control: Concepts and applications (9th ed.). Dubuque, IA: McGraw-Hill.

Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, IL: Human Kinetics.

Spittle. M. (2013). Motor learning and skill acquisition: applications for physical education and sport. South Yarra: Palgrave-MacMillan.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK.

Laboratory 3: Reaction time and Hick’s law

Introduction

Purpose: To examine how reaction time (RT) is affected by the number of stimulus and response alternatives.

This relation is described formally in Hick’s (1952) law by the equation:

RT = a + b (log2X)

Basically, Hick’s law states that reaction time increases by nearly an equal amount each time the number of alternatives is doubled (1 to 2 to 4 to 8 …).

Figure 3.1.           Reaction time and number of choices

Baseball provides an example of the effect of the number of choices on performance. Batting against a baseball pitcher who always throws a fastball involves one choice, whereas a ‘junk’ pitcher tries to confuse the batter by offering a wide selection of pitches to think about at the plate.

Suggested learning resources

Spittle. M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: Palgrave-MacMillan. Chapter 9.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK. Chapter 8.

HSE204 study guide: Study Area 2, Topic: Movement planning and preparation.

Online module: Movement planning and preparation.

Task: Stimulus response

Equipment

• Computer with standard keyboard

Procedure

The first online task involves a simple RT task and a 4-choice RT task. Access the program using the following link, and follow the prompts on the screen: https://www.psytoolkit.org/lessons/simple_choice_rts.html

Enter your results in the table below

The second online task will explore simple and 2-choice RT.  Access the program using the following link, and follow the prompts on the screen: https://epsych.msstate.edu/deliberate/SimpleRT/index.html

Enter your results in the table below

*Error is not reported for this task. If more than 2 errors are made, begin the trial again.

Data collection

Record your mean scores on the Group Data Sheet and get a copy of the mean group scores for your results.

Group Data Sheet

Results

1. Presentation / 1.5

Present the group results of the lab in a line graph.

2. Interpretation / 2

Interpret the results of the lab in relation to the purpose of the lab (i.e., what did we actually find?).

Discussion questions

1. Theory / 3

How does the knowledge of movement preparation contribute to understanding motor control and skilled motor performance? Why is reaction time used to measure movement preparation?

2. Research / 3

Describe and discuss how three factors other than the number of response choices influence reaction time (RT). How might these factors have influenced the results of the lab activity?

3. Application / 3

Compare and contrast the movement preparation requirements for a sprinter leaving the blocks in a 100m race and a soccer goalkeeper attempting to stop a penalty kick. Which athlete would have the shortest reaction time and why?

Note: You must provide peer-reviewed references to support your answers.

References

Hick, W. E. (1952). On the rate of gain of information. Quarterly Journal of Experimental Psychology, 4, 11–26.

Magill, R. A. (2011). Motor learning and control: Concepts and applications (9th ed.). Dubuque, IA: McGraw-Hill.

Spittle. M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: Palgrave-MacMillan.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK.

Laboratory 4: Memory

Introduction

Purpose: To test short term memory, working memory and long-term memory retrieval through an explicit memory test.
The ability to remember information is a fundamental factor in the teaching and learning of motor skills. Our memory is defined as the system that allows us to store and retain information over time. Without memory, motor practice would have no effect. Understanding memory will help instructors to provide more useful instructions and practice opportunities. There are three stages of memory, discussed in more detail the online module and study guide.

Suggested learning resources

Spittle. M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: Palgrave-MacMillan. Chapter 12.

Spittle. M. (2021). Motor learning and skill acquisition: Applications for Physical Education and Sport,

Macmillan Education UK. Chapter 7.

HSE204 study guide: Study Area 2, Topic 7: Attention and memory.

Online modules: Study Area 2: Attention and memory.

Task: (modified) Rey Auditory Verbal Learning Test (RAVLT)

Method

Your demonstrator will guide you through a verbal memory task called the ‘RAVLT’. Listen carefully to the instructions, and avoid the temptation to cheat! Use the following pages to record your responses.

Equipment

• Lab manual and pen/pencil

Last Updated on September 4, 2023