1. MOTOR CONTROL AND
LEARNING
PRESENTED BY :
SITI NUR HAJAR BT MOHD NOOR 227380
KHAIRUNNISA BINTI ZAKARIA @ SHAFIE 227559
NABIHAH BINTI RAMLI 227280
TEH SU MIN 227507
NUR INSYIRAH BINTI NOR HASSHIM 226995
CATHERINE LOW WAN TING 226958
NUR FAIZAH BINTI BAHARIN 228344

2. MOTOR
CONTROL AND
LEARNING

3. Definition of motor control
 The neutral, pyhsical & behavioral aspects that underline
human movement.
 Learning – a relatively permanent change in a person’s
capability to execute a motor skill as a result of practice
@ experience.

4. IMPROVING SPORTS SCIENCE
KNOWLEDGES
=Identifying and assessing motor abilities can allow coach
to identify the source of problems difficulties in
performing sports science skill
=Develop appropriate physical activities to improve
performance in a variety of sports science skills involving
the same ability
=Demonstrate and explain a new motor skill to athlete
=Dedicate enough space and equipment for helping athlete
to improve their maintenance
=Develop creative ways of teaching a new sports skill

5. TYPE OF MOTOR SKILLS
 Motor skills refer to movement patterns and skills
in the physical body.
 divided into three categories; fine motor, gross
motor and balance/coordination.
 Many factors influence motor skill development
including birth weight, body build, parenting
style, ethnicity, nutrition, personality, social
class, and birth order.
 Fine motor skills involve the smaller muscles of the
body, while gross motor skills involve the larger
muscles.

6. CLASSIFICATION OF
MOTOR SKILL
1) Gross and fine motor skill
2) Discrete, continuous and serial skill
3) Open and close skill

7. GROSS AND FINE MOTOR SKILL
 Motor skills involve the function of muscle
movements in the entire body.
 There are two groups of motor skill:
-gross motor skill
-fine motor skill

8. Gross Motor Skill
Gross motor skills direct performance of large muscle groups
Gross motor skills maneuver large muscle groups coordinating
functions for sitting, standing, walking, running, keeping balance and
changing positions.
 Throwing a ball, riding a bike, playing sports, lifting and sitting
upright are brief descriptions of large motor movements.
Gross motor skills depend upon muscle tone, the contraction of
muscles and their strength for positioning movements.

9. Fine Motor Skills
 Fine motor skills coordinate precise, small
movements involving the hands, wrists, feet, toes, lips
and tongue.
Features of fine motor control include handwriting,
drawing, grasping objects, cutting and controlling a
computer mouse.

10. Discrete,
continous and
serial motor skill

11. Discrete skills
Movement skills that have a clear beginning
and end.
If the single skill is to be repeated then it
maust start again.
Examples include: catching a ball in cricket /
rounders

12. Continuous skills
Movement skills that have no definate
beginning or end.
The end of one cycle is the beginning of
the next.
 Examples include: running and cycling

13. Serial skills
Movement skills that have a
number of discrete elements that are
put together in a definate order to
make a movement or sequence.
 Examples include: gymnastics or
trampolining sequence

14. Open and close
skill

15. Sports skills can be classified as
either open or closed motor skills.
Skills differ in terms of the...
• environment in which the skill is
performed
• the goal of the skill

16. close skill:
In sports where an opponents actions play
very little or no part in the performance of a
skill and skills where the athlete is in almost
total control of their performance.
The physical environment does not affect
closed skills either.

17. examples include figure

18. Open motor skills are;
 The environment, for example, wind and rain or the
terrain can affect the performance of a skill.
 Skills affected by the environment are known as open
skills.
 They are also found in sports that involve where there
is an opposing player or team.
 Wherever there is an element of unpredictability then
the skills can be classified as open.

20. STAGE OF
MOTOR SKILL
ACQUISITION

21. 3 STAGES OF MOTOR SKILL
ACQUISITION
• 1ST
STAGE : COGNITIVE SKILL
• 2ND
STAGE : ASSOCIATIVE SKILL
• 3RD
STAGE : AUTONOMOUS SKILL

22. 1ST
STAGE : COGNITIVE SKILL
• Develop an overall understanding of the task required (what to do?)
• Learner must first set a plan to determine the objective of the skill
• Learner needs one or two simple instructions to concentrate on the correct
skills
• Coaches should be focus on simple fundamental skills
• Conceptualisation/generation of clear mental pictures of the task is essential
for good movement reproduction
• Visual input and trial and error are used to guide the learning (eg:
demonstration, video)
• May make many errors and few success
• Rate of progress :vary from one individual to another (from a few minutes to
a much longer period)
• Example : Before a child master walking, he/she will must likely look a bit
awkward and stumble a few times

23. 2ND
STAGE : ASSOCIATIVE
STAGE
• Has determined the most effective way to do the task and to make
subtle adjustments in the performance
• Emphasis of practice
• It is important for the coach to communicate with the learner and give
regular feedback on how to refine the skill and aware of their mistakes
• Repeated movement will enhance synchronization of mind and
muscles
• Improvement are more gradual and movements become more
consistant
• Errors become less frequent
• Example : The child taking longer,more controlled steps and allow
their arms to relax at their sides.

24. 3RD
STAGE : AUTONOMOUS
SKILL• Most advanced level of skill acquisition
• Characterised by the ability to automatically execute the skill
• Learner is now properly sequence and perform the task
instinctively
• Movement are smooth and fast
• Learner can think of other things while they perform the skill
• It may take a long time to achieve autonomy in all skills with
many never reaching it. Improvement come slowly and training
needs to well organized and must provide a high level
motivation
• Example : the child will now be able to walk in a predictable
environment