June 2019

QUESTION 1

a) Comparison between 'motor control' and 'motor learning':

1. Motor Control:

 Motor control refers to the process by which the nervous system coordinates the
muscles and limbs to achieve a desired movement or set of actions.

 It involves the neural, physical, and behavioral aspects of movement, including the
planning, execution, and adaptation of movements in response to various internal
and external factors.

 Motor control deals with the immediate regulation and execution of movements.

2. Motor Learning:

 Motor learning, on the other hand, focuses on the acquisition of motor skills through
practice and experience.

 It involves the processes that lead to relatively permanent changes in the ability to
perform motor tasks.

 Motor learning encompasses the cognitive, perceptual, and behavioral changes

associated with skill acquisition.

b) Influence of the 'environment' in performing motor skills:

The environment plays a crucial role in shaping motor skills. Here's how it influences performance:

1. Physical Environment:

 Terrain, weather conditions, lighting, and spatial constraints all impact motor
performance.

 For example, playing tennis on a windy day requires adjustments in stroke technique
and strategy.

2. Social Environment:

 Presence of spectators, opponents, teammates, and coaches can affect arousal

levels, motivation, and focus during skill execution.

 In team sports, coordination with teammates and understanding opponent tactics

are essential.

3. Cultural Environment:

 Cultural norms and practices influence the types of motor skills individuals are
exposed to and encouraged to develop.

 Cultural attitudes towards physical activity and sport can shape participation levels
and skill development.

4. Learning Environment:
  The structure of practice sessions, feedback provided by coaches or peers, and
availability of resources (e.g., equipment, facilities) impact skill acquisition.

 Varied learning environments promote adaptability and transfer of skills across

contexts.

5. Emotional Environment:

 Emotional states such as anxiety, stress, or excitement can influence motor

performance.

 Athletes need strategies to manage emotions and maintain optimal performance

levels under pressure.

6. Task Environment:

 Characteristics of the task itself, including complexity, novelty, and goal specificity,
influence motor learning.

 Tasks that are challenging but within the individual's capabilities foster skill
development and engagement.

Understanding and adapting to these environmental factors is essential for optimizing motor skill
performance and learning.

QUESTION 2

a) Definition of Coordination:

Coordination refers to the ability to integrate multiple sensory inputs, motor outputs, or both to
execute a task smoothly and efficiently. It involves the timing and sequencing of muscular actions to
produce fluid and controlled movements.

b) Comparison of 'open-loop' and 'closed-loop' control systems:

1. Open-Loop Control System:

 Open-loop control involves pre-programmed movements without ongoing feedback

during execution.

 Movements are predetermined and executed without adjustments based on

external feedback.

 It is rapid and well-suited for tasks that require quick, stereotyped movements.

 Examples include striking a stationary object in a predictable environment.

2. Closed-Loop Control System:

 Closed-loop control relies on continuous feedback during movement execution to

make real-time adjustments.

 Sensory information from the environment or proprioceptive feedback is used to

monitor and correct movements.

 It is slower but more adaptable, allowing for precise and accurate movements in
dynamic environments.
  Examples include catching a moving object or maintaining balance during walking.

c) Diagrams for open-loop and closed-loop control systems:

[Diagram description not available]

QUESTION 3

a) Visual Anticipation Skills in Racquet Sports:

Visual anticipation skills involve predicting the trajectory, speed, and spin of the ball based on visual
cues to optimize positioning and timing. In racquet sports such as tennis or squash, players anticipate
the opponent's shot by:

 Reading the opponent's body cues, racket angle, and preparation.

 Anticipating the direction and type of shot based on the opponent's position and stroke
mechanics.

 Adjusting positioning and footwork to intercept the ball efficiently.

 Anticipation enhances reaction times and allows players to anticipate shots effectively,
gaining a competitive edge.

b) Speed-Accuracy Skills:

Speed-accuracy skills involve striking a balance between the velocity of movement and precision in
executing motor tasks. In racquet sports, speed-accuracy skills include:

 Striking the ball with sufficient force to generate power while maintaining control and
placement.

 Adjusting swing velocity and angle to meet the demands of different shots (e.g., power
serves vs. delicate drop shots).

 Developing muscle memory and timing to consistently execute shots with optimal speed and
accuracy.

 Integrating perceptual cues and proprioceptive feedback to adjust movement dynamics in

real-time.

 Speed-accuracy skills are essential for executing complex motor tasks with efficiency and
precision under varying conditions.

QUESTION 4

a) Common Weaknesses in Less-Skilled Performers in Racquet Sports:

1. Inconsistent stroke mechanics.

2. Poor footwork and positioning.

3. Limited anticipation and reaction to opponent's shots.

4. Lack of tactical awareness and shot selection.

5. Inefficient use of energy and stamina management.

 6. Difficulty controlling ball placement and depth.

7. Weakness in handling high-pressure situations.

8. Limited ability to adapt to different playing styles and strategies.

b) Roles of an Instructor/Coach with Novice Performers:

1. Skill Instruction:

 Demonstrate and explain fundamental techniques and strategies.

 Break down complex skills into manageable components.

 Provide clear and constructive feedback on technique and performance.

2. Motivation and Support:

 Encourage and reinforce progress and effort.

 Foster a positive learning environment and build confidence.

 Address psychological barriers and performance anxieties.

3. Skill Development Planning:

 Design structured practice sessions and drills tailored to individual needs.

 Set achievable goals and track progress over time.

 Incorporate varied and progressive training methods to enhance skill acquisition.

4. Psychological and Mental Training:

 Teach visualization techniques and mental rehearsal to enhance performance.

 Develop focus, concentration, and resilience in the face of challenges.

 Foster a growth mindset and resilience to setbacks and failures.

QUESTION 5

a) Explanation of Massed Practice:

Massed practice refers to a practice schedule characterized by a continuous and uninterrupted

repetition of a skill or set of skills within a single session. In massed practice:

 There is little to no rest or recovery time between practice trials.

 Practice sessions are typically longer in duration, with a focus on high volume and repetition.

 It is often employed when learners are attempting to acquire basic motor skills or when the
goal is to improve endurance and consistency in executing a skill.

Massed practice can lead to rapid short-term gains in skill acquisition due to the frequent repetition
and consolidation of motor patterns. However, it may also increase the risk of fatigue, reduced
attentional focus, and diminished retention of skills over time compared to distributed practice
schedules.

b) Analysis of Practice Types for Contextual Interference Effect:

The contextual interference effect refers to the phenomenon where the interference caused by
practicing multiple skills or variations within a practice session leads to better long-term retention
and transfer of skills compared to practicing a single skill in a blocked fashion. Here are three practice
types used to organize contextual interference:

1. Blocked Practice:

 In blocked practice, learners repeatedly practice the same skill or skill variation
before moving on to the next task.

 Tasks are organized in a predictable and repetitive manner, allowing learners to focus
on refining specific movement patterns.

 While blocked practice may lead to immediate improvements in performance and

consistency, it often results in reduced retention and transfer to novel situations due
to limited task variability.

2. Random Practice:

 Random practice involves interleaving different skills or variations within a practice

session, often in a random order.

 Learners switch between tasks with varying movement patterns, contexts, or

constraints, promoting cognitive processing and skill adaptation.

 The variability inherent in random practice enhances learning by challenging learners

to discriminate between tasks and adapt their movements accordingly.

 Although random practice may initially result in performance decrements and

increased errors compared to blocked practice, it facilitates deeper learning and
long-term retention of skills across diverse contexts.

3. Serial Practice:

 Serial practice combines elements of both blocked and random practice by

organizing tasks into meaningful sequences or patterns.

 Learners practice a series of related skills or variations in a predetermined order,

allowing for contextual interference while maintaining some degree of structure.

 Serial practice balances the benefits of variability and repetition, fostering skill
acquisition and retention through systematic progression and task sequencing.