Name: Emelyn L.

Oreo BPED3
Instructor: Madelynn N. Reposo

Table 1A No. 1.2.1.1/1.2.1.2/1.2.1.3/1.2.1.4

In your own words, define the following terms:
• Motor Control - The ability to execute and regulate voluntary movements,
involving the nervous system's coordination of muscles and sensory feedback. It's how
our brain controls our body's movements.
• Motor Learning- The process of acquiring and improving motor skills
through practice and experience. It's how we learn new movements and
refine our skills over time.
• Motor Learning Process - The stages involved in acquiring a new motor
skill, which typically include cognitive, associative, and autonomous phases.
It's the step-by-step process of learning a new movement.
Describe the difference between Motor Control, Motor Learning, and Motor
Learning processes.
Ans:
● Motor Control is about the current ability to execute movements. It's
like the "how" of movement.
● Motor Learning is about the p ocess of acquiring and improving skills.
It's the "learning" aspect of movement.
● Motor Learning Process breaks down the stages involved in learning
a new skill. It's the "steps" of learning a new movement.

QUESTION MOTOR MOTOR

CONTROL MOTOR LEARNING
PROCESS

LEARNING

1. Are you ready with

your knowledge in the
development of your
intellectual ability and YES YES
skill?

2. Do you have a good

development of
techniques to correct,
and manipulate motor YES
skills?

3. How do you express

your feelings, interest,
and appreciation of the
different skills?
 Table 2 No.
1.2.1.1/1.2.1.2/1.2.1.3/1.2.1.4
QUESTION OVERLE
MEMOR RETENTI ARNING
Y ON PRACTI
(Associa CE

(Practic tion)
e)
1. Does the student have the
competency to fathom or comprehend
the Motor Learning Process? √

2. Does the student have the proper

training or experience?

3. Does the program mainly consist of

activities?

4. Does the student have positive

behavior throughout the drill?

5. Does the student observe an equitable

Motor Learning Process during the drill?

6. Can the student perform or execute

the movement accordingly?

√ √

7. Have you experienced any group

activities involving exercise, sports, and
dance programs with good rapport?

√ √

8. Does the student follow instructions

efficiently and effectively?
√
√ √
 Table 3 No.
1.2.1.1/1.2.1.2/1.2.1.3/1.2.1.4
QUESTION Always Sometimes Never
1. Do I know the terminologies of
the terms/ activity?

2. Do I consider the benefits

derived from the lesson’s
activity?

3. Do I enjoy participating in the

activity/lessons?

4. Do I develop a sense of
confidence and self-worth for the
lessons?

5. Do I increase my scientific
skills in learning?

6. Does it keep my mind

healthy?

7. Does it give a lesson on hard

work and commitment?

8. Do activities from the lessons

involve groupings and pairings?

9. Do I plan to make motor

learning one of my lifelong
activities?

10. Does it provide relaxation?

Table 4 A No.
1.2.1.1/1.2.1.2/1.2.1.3/1.2.1.4
YES NO

1. Is Motor Control the study of how the nervous √

system control movement?

2. Can Motor Control and Motor Learning closely √

have related to each other?

3. Is Motor Learning the study of the acquisition of √

motor skills?

4. Is Motor learning the study of how we teach our √

bodies to do things?
 Table 5 No. 1.2.1.1/1.2.1.2/1.2.1.3/1.2.1.4
Multi – level number of movements.
Movement 1.

Motor Control _2. The study of how the nervous system controls
movement.

Open and Closed – This theory states that both afferent and efferent
Loop Control information is used to control muscle action.
Theories 3.

Motor Learning 1 Controls the proper muscles/limbs for a specific

4. action. Controls the proper muscles/limbs for a
specific action.

Dynamic Pattern This theory focuses on the coordination between

Theory components within the nervous system, using
the principles of nonlinear dynamics and chaos
5.
theory

_ Retention _____6. Through practice, info is cemented in long-term

memory.

_ Schema Theory Associations are made that allow the

_____7 transferability of skills.

_ Over-Learning Practice beyond the necessary amount facilitates

_____8. mastery.

Motor Learning The rule used for producing movement.

2_____9.

Motor Learning The study of how we teach our bodies to do

2_____10 things.

Table 1 No. 1.2.1.5

(Multi-level Movement (Open and Closed Loop (Dynamic Pattern
Control) What you know Control Theories) Want Theory) What you’ve
to know learned

1.Movements can be 1. How do these 1. Dynamic patterns

broken down into theories explain the can emerge from
simpler components. role of feedback in interactions within the
 motor control? body and environment.

2. Higher-level control 2. What are the 2. The theory

influences lower-level limitations of each emphasizes the
movements. theory in explaining importance of self-
real-world movements? organization and
emergent properties in
motor control.

3. Multi-level control is 3. How do these 3. Dynamic patterns

essential for complex theories apply to the can be modified
motor skills. learning of new motor through practice and
skills? experience.

Match and Connect:

Table 2 A No. 1.2.1.5
Are you Ready?
Table – 3 No. 1.2.1.5

Questions No
Yes

Have I experienced multi-level Motor Control? √

Do I perform some dynamic pattern of theory? √

Do I perform with any of my classmates some √

movements of dynamic pattern theory?

Do I enjoy participating in the group √

demonstration of movement in open and
closed–loop control theories?

Do I consider the benefits derived from learning √

theories?

Are there learning theories in our group? √

Do I plan to make activities in different theories √

of Motor Control one of my life-long activities?

Table 4 - A No. 1.2.1.5

Multi-level Open and closed– Dynamic pattern

movement control loop control theory theory example on
example on skill or example on skill or skill or movement
movement movement

1. Typing: This involves 1. Throwing a ball: This 1. Walking: This

multiple levels of involves an initial open- involves a dynamic
control, from individual loop phase (planning pattern of coordinated
finger movements to and initiating the throw) movements that
coordinating words and followed by a closed- emerge from the
sentences. loop phase (adjusting interaction of the body
based on feedback from with the environment.
the ball's trajectory).

2. Playing a musical 2. Riding a bicycle: This 2. Swimming: This

instrument: This relies on both open- involves a dynamic
requires control at loop (initial balance and pattern of coordinated
different levels, from steering) and closed- arm and leg
individual finger loop (adjusting based movements that
movements to on feedback from the emerge from the
coordinating rhythms bike's position) control. interaction of the body
and melodies. with the water.
3. Drawing: This 3. Driving a car: This 3. Dancing: This
involves coordinating involves a combination involves a dynamic
hand and eye of open-loop (initiating pattern of coordinated
movements, with steering and movements that
control at different acceleration) and emerge from the
levels of precision. closed-loop (adjusting interaction of the body
based on feedback from with the music and
the road and traffic) other dancers.
control.

Table – 1 No. 1.2.1.6

Statement TRUE FALSE

1. Acquire rules for producing movement and for

evaluating performance can be used in a √
situation is a Schema Theory

2. Learning a skill like driving can control speed

or the process of movement is closed-loop √
control.

3. In the slow movement of an open loop

account, you can change or adjust your √
technique while you are performing the
movement.

4. In the slow movement of open loop accounts,

you receive feedback continually during the √
movement being performed (External and
internal available).

5. In a fast continuous movement of an open

loop account, once you have started the
movement you cannot change or adjust your √
position or technique until after you have
completed the movement

6. In a fast continuous movement of an open

loop account, you only receive intrinsic √
feedback after the movement has been
complete

7. In fact, with the continuous movement of an

open loop account, the decision is made in the √
brain.

8. In the continuous movement of the open loop

account, all of the information of the √
movement is sent in one message.

9. In the continuous movement of the open loop

account, the message is received by the √
muscle which performs the movement.
10. Recall Schema is the rule used for providing
movement and Recognition Schema is used to √
evaluate one’s performance.

Table – 2 No. 1.2.1.6

Statement M S N

1. I keep my participation in dancing and am up-to- √

date with new movements.

2. I stay away from people who have a negative

attitude, and somebody who gives feedback on the √
movement.

3. I always adjust to the different techniques while √

performing the different movements.

4. I accept negative and positive feedback √

continuously during the movement being
performed.

5. I do practice first at least before the group started √

the demonstration.

6. I listen and respond positively to my body if it is √

tired or if I feel something wrong.

7. I avoid negative feedback on my performance. √

8. I accept new skills and adapt to the movement. √

9. I easily adjust with longer feedback in movement. √

10. I support the effort of the trainer/coach to enhance √

good performance laws for the group and report
good performance.

Table – 3 No. 1.2.1.6

Did you know? There are two Complete each blank with an
levels of theories of Motor appropriate word. Then follow
Learning with activities and these guidelines for the
movement: different theories of Motor
Learning.

1. Closed–loop theory, activities are 1. Recognition Schema_eference of

football, boxing, golf, weight the correct movement.
training, and running. This includes 2. Recognition Schema is used to
an explanation of how we learn. evaluate one’s performance.
3. Schema Theory learners acquire
rules for producing movement and
evaluating performance in a certain
2. Schema theory of movement is situation.
throwing overarm, passing the ball. 4. Recall Schema the rule used for
 producing movement.
From no. 5 and 6, What are the
two levels of theories of Motor
The sub-topic is more on the policy Learning that affect movement and
of different movements and done to performance?
produce and evaluate one’s 5. Closed-Loop Theory and
performance. This includes 6. Schema Theory
1. Recall schema, is the rule used for From no. 7 and 8, what are the
Producing movement. two subtopics of Motor Learning
2. Recognition schema, is used to Theory?
evaluate one’s performance. 7. Recall Schema and
8. Recognition Schema
9. Runner an activity on movement
done by closed-loop theory, controls
speed on the process of moving.

10. Boxing activities or movement is

done by closed-loop theory,
punching on the process of
performance.

Table 4 A No. 1.2.1.6

1.What are the two kinds of Theories of Motor Learning?

Answer: Closed-Loop Theory and Schema Theory

2. What are the different activities or movement of closed - loop

theory?
Answer: Runner, Boxing

3. What are the two Schema Theory?

Answer: Recall Schema and Recognition Schema

4.what are the most important rule of recall schema and the most
important evaluation of recognition schema?
Answer: Recall schema is the rule used for providing movement and
Recognition Schema is used to evaluate one's performance.

Table 1 A No. 1.2.1.7

Describe the Motor Learning Process.

● Cognitive Stage- The learner focuses on understanding the skill and
figuring out the correct movements.
● Associative Stage- The learner refines the skill, making fewer errors
and improving consistency.
● Autonomous Stage- The skill becomes automatic and requires less
 conscious effort.

How was the video presentation related to memory, retention, and

over-learning?
● Memory- The video likely demonstrated the initial learning of the
movements, where the individual is consciously recalling and
executing the steps.
● Retention- The video might have shown the individual performing the
movements after some time has passed since initial practice,
indicating that they have retained the skills.
● Over-Learning- The video might have showcased the individual
performing the movements with fluency and accuracy, even after
repeated practice, indicating a level of mastery.

Is the performance style effective and related to bringing about

the message?

How were the varied movement, and skills presented in the video
in bringing about the message on memory, retention, and
overlearning?

Table 1 B No. 1.2.1.7

Motor Learning https:// https://

Process www.youtube.com www.youtube.com/
/watch? wa tch?
v=T8jI4RnHHf0 – v=oc4QS2USKmk – 9
Kids Daily Exercise- Min Exercise for Kids
Day 1 – Home Workout

Memory

Retention

Over-Learning

Table 2 A No. 1.2.1.7

Criteria M R O

1. Correct expression and style √

2. Accurate music/rhythm √

3. Appropriateness of accompaniment and √

movements

4. Repetition of movements √ √
5. Sensitive phrasing of movements √ √

6. Sensitive phrasing of counting movements √ √

7. Well–defined dynamic level of movement √ √ √

8. Creativity of movement √

9. Easily memorize the style of movement √ √

10. Easily adopt the style and movement √ √