Study Of Motor Skills Research Articles

The study of motor skills under a view of hierarchical organisation of open system

This article considers human motor skills based on the concept of the hierarchical organisation of living systems. This concept considers apparently opposite phenomena (e.g. consistency-variability) as complementary and as contemplated in the same structure. The hierarchy in open systems is characterised by three main relativities: (a) whole and parts, (b) control and (c) variability. From a hierarchical standpoint, motor skills phenomena are structured under two levels: macro (responsible for the consistency and configuration of patterns) and micro (responsible for variability and, consequently, the flexibility of patterns). Study findings make it possible to understand how adaptations in the soccer, futsal, swimming, golf, coincident timing and graphic motor skills take place by altering the microstructure (parameterisation) or reorganising the macrostructure (self-organisation). The distinction between these two modes of adaptation allows us to consider the increase of complexity in the motor skills phenomena as a basic feature of living systems.

Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

The study of motor skills is an essential course item for college students. Many college teachers try to introduce the flipped classroom mode into the teaching of motor skills. However, the influence of this mode on the learning effect of college students’ motor skills is uncertain. This paper builds a research model on the basis of literature review. This model is used to analyze the influence factors of flipped classroom on the learning effect of college students’ motor skills. Through questionnaire survey and empirical analysis, we verified the research hypothesis of each factor. The results show that video technical action display, video feedback of students’ technical action, and teaching interaction have a significant positive impact on the learning effect of college students’ motor skills in the flipped classroom, while video theory teaching has no significant impact. This study expands the application of flipped classroom in the field of motor skills and enriches the relevant literature of flipped classroom mode. Based on the findings of this study, we make the following recommendations: (1) teachers can use the way of video recording to display technical actions of motor skills, (2) students can use video feedback to communicate with the teacher about the learning of motor skills, and (3) flipped classroom needs to pay attention to the teaching interaction between teachers and students.

Goal Scoring in Soccer: A Polar Coordinate Analysis of Motor Skills Used by Lionel Messi.

Soccer research has traditionally focused on technical and tactical aspects of team play, but few studies have analyzed motor skills in individual actions, such as goal scoring. The objective of this study was to investigate how Lionel Messi, one of the world's top soccer players, uses his motor skills and laterality in individual attacking actions resulting in a goal. We analyzed 103 goals scored by Messi between over a decade in three competitions: La Liga (n = 74), Copa del Rey (n = 8), and the UEFA Champions League (n = 21). We used an ad-hoc observation instrument (OSMOS-soccer player) comprising 10 criteria and 50 categories; polar coordinate analysis, a powerful data reduction technique, revealed significant associations for body part and orientation, foot contact zone, turn direction, and locomotion. No significant associations were observed for pitch area or interaction with opponents. Our analysis confirms significant associations between different aspects of motor skill use by Messi immediately before scoring, namely use of lower limbs, foot contact zones, turn direction, use of wings, and orientation of body to move toward the goal. Studies of motor skills in soccer could shed light on the qualities that make certain players unique.

State of somatic features and motor capacity 14-year players with secondary Polish Nobel Prize winners in Więcbork

The aim of the study was to compare the characteristics of somatic and motor skills among young people in sport class and the class of general-Gymnasium in Wiecbork. The results were compared to the results of the regional and national studies. The tests were subjected to 40 - students aged 14 years (20 with class sports, and 20 general-class) of Gymnasium. Polish Nobel Prize winners in Wiecbork. The study of motor skills were six trials of the International Physical Fitness Test. Sports Group proved to be better in each of the trials compared motor skills of the students.

Sensor-based technology in the study of motor skills in infants at risk for ASD.

Motor impairments seems to play an important role in neurodevelopmental disorders such as autism spectrum disorders (ASD). Early detection of motor abnormalities during first years of life, may give important information regarding whether a child may receive a later diagnosis of Autism: for this reason an objective assessment of motor performance is crucial. While there are several technological solutions suitable to this end, they often require highly structured environments. In this work we propose the use of a magneto-inertial platform to study early motor performance between 12-36 months of age suitable to be used in non-structured environment.

On Pathogenesis of Recurrent Club Foot

Complex study of motor skills in children with congenital club foot was performed at CITO laboratory of clinical physiology and biomechanics, and clinic of pediatric orthopaedics. Subjects for electrophysiological and biomechanical examination were 34 patients with congenital unilateral club foot (19 boys and 15 girls) aged from 3 to 16 years. Intact extremity indices were used for comparison. Study in open biokinematic contour mode on the affected side showed decrease in voluntary bioelectric activity of anterior tibial muscle by 34-60% and gastrocnemius muscle by 7-19%. Spectrum analysis of EMG and computed mechanography showed the decrease of tonic fibers activity in peroneal muscles of the lower leg with its increase in posterior group of muscles. Stabilometry and study of gate parameters on the affected side showed synergetic type of anterior and posterior muscles interaction with preservation of antagonistic type in the normal extremity. Suprasegmentary pattern of affection (lesion) was detected by method of stimulation electromyography. The data obtained confirm the influence of pathologic motor skill on the development of deformity recurrences at surgical treatment of children with congenital club foot.

Discovery of motor development: A tribute to Esther Thelen.

In this tribute to Esther Thelen's legacy, it is discussed how she brought concepts of new theoretical perspectives into the domain of motor development. As a consequence of this a rejuvenalisation of motor took place in the mid 1980's. study of motor skills became a testing ground not only for the task at hand, but also for other areas of development. Key words: Thelen, infant motor development, stereotypy ********** The (re) discovery of motor development is part of a title used by Esther Thelen (1989) for a discussion paper in Developmental Psychology. It reflects why she became famous in the world of developmental psychology during the early 1980s. She put the field of infants' motor in infants back on the scientific map as an important topic of study both in its own right and as a window into other, less accessible domains of development. Her achievements are relevant for any academic interested in teaching and research in the areas of movement co-ordination, movement control and skill acquisition. Esther Stillman Thelen passed away at the age of 63 on December 29th, 2004 at a hospital in Bloomington, Indiana. Esther was trained as ethologist and started her career by carefully documenting repetitive movement stereotypy's, first in grooming wasps (masters degree, 1973) and, later in developing infants (doctoral degree, 1977). This early work resulted in a number of well-received publications and the beginning of what would be continuous funding by NSF and NIH. In a comparatively short career, spanning only 25 years, Esther's impact on the field is reflected in three books, an SRCD monograph, and over 120 scientific articles and book chapters. She served on the editorial boards of 15 scientific journals, gave countless invited lectures and was elected president of the International Society on Infant Studies (1996-1998) and president of the Society for Research in Child Development. Esther's influence and significance for scientific work in will be measurable beyond these outputs for many years to come. In this tribute to her legacy, we will comment on some of Esther's impact and contribution to the field of developmental science. We will start with her early classic muscle-fat study and end with her A-not-B error experiments, and Dynamic field Theory. In the latter she worked towards an encompassing dynamic theory for the of action, perception, and cognition. A NEW KID ON THE DEVELOPMENTAL BLOCK: THE MUSCLE-FAT RATIO STUDY experiments conducted by Thelen in the early 1980s (Thelen & Fisher, 1982, Thelen et al., 1983; 1984) can be considered as the starting point of a major intellectual shift in motor development. In these experiments, she challenged the, then-prevailing view on motor as being determined by neural maturation. Before discussing these experiments, we go back into history. In the first two years an infant acquires different a range of goal-directed motor behaviors, such as reaching, grasping, sitting, crawling and walking. These so-called milestones are well known since the work of Gesell (1929), McGraw (1935) and Shirley (1933). description of these milestones resulted in a view of motor as a rather rigid and gradual unfolding of postures and movements, that was mainly attributed to the general process of maturation of the central nervous system. From a neural-maturation perspective the of movement co-ordination is regarded as a gradual unfolding of predetermined patterns (from cephalo-to-caudal and central-to-distal sequences) in the central nervous system and an increasing cortical control over lower reflexes. This view was still dominant among scientist way into the 1960s and 1970s, the so called heydays of the information-processing approach. Esther challenged this perspective with her experiments. In one of the key papers, 'The relationship between physical growth and a newborn reflex' published in Infant Behavior and Development, she and her co-workers illustrate instead that the complex interplay between infants' bodies, their environment, and earlier experiences determine the course of developmental changes. …