Motor learning – change resulting from practice in the capability for responding. Skilled performers – kinaesthetic anticipation of what might happen next, timing of responses, limb coordination. Cognitive phase – learning how to do a skill, identify sub-routines in their correct sequence, needs to practice a lot to develop the skill. Associative phase - the performer understands the basics of the skill and is in the process of refining the skill, they experience fewer errors and can detect some of them on their own. Autonomous phase – elite sportsmen and women are usually at this stage, performers can attend higher-order cognitive activities, can take individuals a long time to reach this stage. Linear curve – performance improves with practice. Negatively accelerated curve – successful early but tapered off. Positively accelerated curve – small gains early improvement in later stages. The ‘s’ shape curve – rapid learning with gradual process. Learning plateau – observable levelling off of the learning curve. Kinaesthetic sense – feel/ movement, muscle memory. Anticipation – predicting what will happen next. Timing of responses – faster and more efficient. Limb coordination – use of hands and fingers; legs and feet. Response to cues – team mates yell at you to get/leave the ball. Rates of learners – some people take a while to learn some skills and some people can learn it really quick. Closed skill – performed in a predictable environment, allows players to plan their movement in advance, player is in control of the skill. Open skill – performed in and unpredictable environment, externally paced, performed in a constantly changing environment. Discrete skill – distinct beginning and end. Serial skills – series and definite beginning and end, combination of discrete skills. Continuous skills – no beginning and end, repetitive. Fine skills – movement of small muscle groups with high precision. Gross skills – opposite to fine skills, large muscle groups, action is less precise. Self-paced - under control of the performer, taking their time. Externally paced – dictated by surrounding environment. Feedback – info you receive about the performance of the skill either during the performance or after the skill has been completed, specific to sub-routines. Practise – mass and distributed practice, whole or part practice, mental and physical practice. Physical – massed-continuous without breaks or rests intervals, distributed-rest intervals, allows to recover, best for beginners, fixed, variable (MDF V). Motor skill – where the physical aspect of a skill is heavily emphasised, practical ability to achieve a predetermined result. Feedback – feedback given to a learner changes between the cognitive and autonomous phase will definitely change because in the cognitive phase the learner will make quite a lot of mistakes and not so much when in the autonomous phase. The feedback will help the learner progress if the learner has specific
10-135 Toy Motor Assembly
D r. Fa t m a A r s l a n
Electrical and Computer
The Universal motor is a type of electric
motor that can operate on both AC or DC
The motor is a device that converts
electrical energy into mechanical energy.
The electric motor is very common in our
Parts & Tools
Two Wire,100 cm Long Coil.
Two Armature Halves
the lifespan. These developmental phases are characterised by a range of features including brain development, language development and social development amongst others.
Gross motor skills include activities such as running, skipping and jumping. They involve the use of the body’s larger muscle groups. Gross motor skills greatly improve in middle childhood due to increased muscle mass, strength and coordination (McDevitt and & Ormrod, 2010). These skills also improve with practice and repetition…
She may not be able to talk and she may not understand all your words, but even a young toddler loves to “read books”.
The rhythm of the words engages them and the pictures tells them about the world. Reading is an important tool for learning language. Toddlers learn most of the rules of grammar simply by hearing you and others speak. Recent studies show that the size of a toddlers vocabulary depends on how much speech she hears in a meaningful context. They learn language development…
Classification Systems of Motor Skills
Open involves a very dynamic environment with changing factors that will impact a movement or action
Closed is a controlled and unchanging environment that doesn’t impact a movement or action
Gross uses a very broad amount of movement or muscles, large movement
Fine is very small, precise movement
Discrete is a single motion or action with a distinct beginning and end
Serial is repeating…
Physical development: gross motor skills (using large muscle groups and whole body movement such as in the arms and legs) fine motor skills (small muscle movements such as in the hands and fingers)
Communication: learning the skills of conveying information to others and understanding others in return.
Intellectual/cognitive: The development of our perception, attention and memory; producing and understanding language; learning; reasoning; problem solving and decision making…
Part A: Theoretical
Skill acquisition is the practice of learning and acquiring new skills. Skill acquisition takes into count a copious amount of stages in order to successfully coerce a motor skill. These stages include breaking down components into classifications such as motor class (fine and gross), environmental factors (open and closed) and skill classification according to where skills begin and end (discreet, continuous and serial). Once the aspects are utilised…
because the activity has identifiable outcome (pg. 541) Sensorimotor play is used because it is used when children learn new skills. They are learning the effect of their actions upon objects (pg. 540).
Goals: 1. Isolated finger movements 2. Improving fine motor control 4. Use of assisting hand to stabilize bag 3. Shape and texture discrimination (not fine motor skill).
• Downgrade: Just separate beads not based on shape or color. Use verbal cues and/or hand-over-hand assistance
• Upgrade: Time the…
by making it narrower and leaving less space for tongue to articulate against it.
OBJECTIVES OF THE SESSION:
• Produce environmental sounds (car noises) while engage in a language learning activity at 70% of time with mod cues.
• Demonstrate understanding of action (throw, eat, jump) while engaged in a gross motor activity at 60% accuracy with min.cues.
• Point or vocalize to an object when named in a field of 3 at 70% of time with min. cues.
• Use gestures/words for pragmatic function (protest…
Although learning and its corresponding brain development occur throughout life, early brain development sets the stage for later development and therefore is very important.
An individual's development is the result of genetics, experiences, nutrition and care, and the opportunity to play and exercise. Furthermore, these factors interact in dynamic and intricate ways, which further enhances the uniqueness of every individual.
Motor Skills Development
What distinguishes gross motor from fine…
Specific Learning Disability:
Rebecca De Lira
Specific Learning Disability involves difficulties learning and using academic skills. It may affect the ability to listen, think, read, write, spell, or do mathematical equations. This disorder is an umbrella to many subcategories such as ADD, ADHD, dyslexia, etc. The reason I chose this disability is because one of my cousins falls into this disability. He has had a moderate case…