KNES 370 Lecture Notes - Knyaz, Dynamical System, Motor Skill
knes 370 11/27/17 11/27/2017 7:52:00 PM
11/27/17
Module 10
how to change motor development
motor skills do not just develop… clark states every year since who knows when…
• Motor skills do not come as birthday presents!
• Except for phylogenetic and preadapted skills, motor skills require considerable
environmental support -- because motor skills require practice
• And instruction... i.e., interventionwhere the practice is deliberate trying to
meet a specified goal).
Intervention
• Definition: as the process of altering and condition or coming between 2 things
If we want to develop (i.e., change) -- we need an intervention/ perturbation (a constraint)
and we need to know where the system is in its development
)n other words…. We need to employ 2 PERSPECTIVES (or approaches) to be an effective
intervention
• Developmental Perspective
• Dynamical Systems Perspective
Developmental perspective
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• Where is the person on the mountain of motor development?
o 5 year old and 20 year old different
• What is the persons rate of development?
o Where are you- are you changing- can you do fast or slow changing
• What is the persons history of motor skills?
o Play soccer all your life, now cross country running coordinative
structures are different
o History is that mountain
Dynamical systems perspective
• Constraints: Where do behaviors come from?
o Set constraint and then able to self organize to work around constraint
• Self-organization: Whose is doing the change?
o Your system will self organize no person or system telling you what to do
• A behavior is stable until acted upon by a constraint.. and if the system is
sensitive to that constraint, it will become unstable
o Stable—unstable—stable
A dynamical system (you) have a trajectory -- an attractive (stable) behavior that it prefers.
If we want to develop (i.e., change) your behavior -- need an intervention/ perturbation.-->
need something to make you feel unstable and then get stable again
Intentional intervention for change: teaching learning process
• TEACHING:
o finding ways to facilitate a persons learn
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• LEARNING:
o a set of processes associated with practice and/or experience that result
in a relatively permanent change in behavior.
▪ )f ) get an A in a class didnt necessarily learn it→ come back in 4
years and see how much of the information you retain
• After you assess, see where people are and start again, might need to adjust
strategy
• Before you even start need to decide hat the assessment is going to be about and
how you plan on assessing
learning process
• Readiness of the individual (i.e., organism)
o Where are they on the mountain
o Motivation
▪ Cant teach anyone anything unless they want to learn→ time
where the system is ready to change
• What is to be learned? (i.e., the task)
• What is the setting/context? (i.e., environment)
ALL CONSTRAINTS are INFORMATION to the DYNAMICAL SYSTEM
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Document Summary
Intervention: definition: as the process of altering and condition or coming between 2 things. If we want to develop (i. e. , change) -- we need an intervention/ perturbation (a constraint) and we need to know where the system is in its development. We need to employ 2 perspectives (or approaches) to be an effective (cid:498)intervention(cid:499: developmental perspective, dynamical systems perspective. A dynamical system (you) have a trajectory -- an attractive (stable) behavior that it prefers. All constraints are information to the dynamical system. The interface learner and teacher are going to meet at the task task analysis: defined: the process of analyzing a motor skill into its relevant dimensions (component constraints) based on the task function. Includes analysis of: learner (i. e. performer, organism, environment, task itself, task analysis what you do when you are teaching motor skills. Task analysis: process: previous cs, motivation, find the task dimensions, assess the learner(cid:495)s organism constraints.
