MOTOR LEARNING AND
CONTROL
KNR 164
WHAT’S IN A NAME?
Motor Behavior
 Motor Control
 Motor Learning
 Motor Development


Sometimes used synonymously –but they are
different
MOTOR BEHAVIOR


Motor behavior: the study of human movement
or action
Motor behavior is a fundamental human function
that is essential to virtually all aspirations in life
(Sherrington, 1924)

Involves two overlapping themes:
Motor control
 Motor learning

SUBDIVISIONS OF MOTOR BEHAVIOR

Motor control
Study of the neurophysiological factors that affect and
maintain human movement
 The processes that underlie the production of movement


Motor learning


Study of the processes involved in acquiring and
perfecting motor skills
Motor development

Process through which we pass during the course of our
life
INTERDISCIPLINARY

There is not only interaction among the subareas
of motor behavior,


But with biomechanics and exercise physiology
Working together, experts can more accurately
detect subtle movement changes and differences
MOTOR DEVELOPMENT


Motor development is the study of changes in
human motor behavior over the lifespan, the
processes that underlie these changes, and the
factors that affect them
The role of motor development is to:

Understand present motor behavior

What is happening and why it is happening
Understand what this behavior was like in the past
and why
 Understand what the behavior will be like in the
future

HOW DO PEOPLE ACQUIRE MOTOR SKILLS?

Motor learning is the study of the processes
people go through as they acquire and refine
motor skills



One must also consider the variables that promote or
inhibit the acquisition of these skills
This research influences how instructors,
coaches, therapists, and others approach teach
and rehabilitation
What variables might promote or inhibit
acquisition?
MOTOR LEARNING

“Motor learning is a set of processes associated
with practice or experience leading to relatively
permanent changes in the capability for
movement”


Schmidt and Lee (2005)
Motor learning = capability for movement rather
than movement itself

We must infer that motor learning has occurred form
a change in motor performance
PRECISION OF MOVEMENT

Fine motor skill


Involving very precise movements normally
accomplished using smaller musculature
Gross motor skill

Places less emphasis on precision and is typically the
result of multi-limb movements
NATURE OF MOVEMENT ORGANIZATION

Discrete


Serial


Beginning and end points are clearly defined
Composed of a number of discrete skills whose
integrated performance is crucial for goal
achievement
Continuous

Beginning and ending points are arbitrary
ONCE ACQUIRED, WHAT IS MOTOR CONTROL?

Motor control is the neural, physical, and
behavioral aspects of human movement
Does the brain integrate all sensory messages?
 Does arousal influence performance?
 Why do we sometimes forget how to do
something?
 Why do we know how to do something even when
we haven’t done it in a long time?

MOTOR CONTROL (S

CHMIDT,
1991)
At a minimum, motor programs must:





Specify the muscles involved in the action
Select the order of muscle involvement
Determine the forces of muscle contraction
Specify the relative timing and sequences of
contractions
Determine the duraction of contractions
PROFESSIONAL ORGANIZATIONS
The Society of Neuroscience
 The International Brain Research Organization
 The International Society for Motor Control
 The North American Society for Psychology of
Sport and Physical Activity
 The American Alliance for Health, Physical
Education, Recreation, and Dance (AAPHERD)
 The American College of Sports Medicine
(ACSM)
 The Biomedical Engineering Society

CAREER OPPORTUNITIES
Research focused: Academic and industrial
settings
 Physical Therapy
 Occupational Therapy
 Speech-Language Pathologist
 Athletic Training
 Orthotists and Prosthetists

*May need to obtain graduate/doctorate degrees or
their equivalent
**Also may need certification and licensure