Chapter 2 Motor Abilities

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Chapter 2 Motor Abilities

• Group Vs Individual Differences

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Group Vs Individual

• Group Differences
• We generally look at how groups differ on average

• Individual Differences
• We tend to look at how individuals within a group
  differ in grading (who to start?)

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Ability

• general trait or capacity of the individual that
  is determinant of a persons achievement
  potential for the performance of specific skills

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IQ test measures cognitive abilities

• Linguistic ability
• Logical-mathematical ability
• Spatial
• Musical
• Bodily-Kinesthetic
• Interpersonal
• Intrapersonal
• Emotional

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Where do cognitive and/or motor abilities come
from?

• Wal-Mart recall our 60/40 discussion

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Motor Ability

• An Ability that is specifically related to the
  performance of a motor skill
• We have all Observed that initial levels of motor
  skill(s) vary a great deal from individual to
  individual
• Motor Moron..Child Prodigy
• T. Woods/A.
  Agassi

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Why are Motor Abilities important to know about?
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Motor Abilities

• -refers to the capacity an individual has that
  forms a FOUNDATION for performing a number of
  skills.
• We each have all the motor abilities that are
  available.
• Individual differences come in when we measure
  your motor abilities and find each of us has
  different amounts of them.
• Motor abilities are not that easy to measure

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Edwin Fleishmans PMA Taxonomy

• Multi-Limb coordination Tennis serve
• Control Precision Dribbling in a crowd
• Response Orientation Rapid selection of resp(s)
• Reaction Time (RT)
• Speed of Arm Movement Quarterback
• Rate Control Pitcher, Badminton
• Manual Dexterity Juggling, Gymnastics
• Finger Dexterity Keyboarding, Piano Playing
• Arm Hand Steadiness Archery, Putting
• Wrist-Finger Speed
• Aiming

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Note

• I will Not simply ask you to list these. You may
  be asked to indicate several which are or are not
  important in a specific motor skill, i.e. bowling
  ball delivery. RT would not be important but
  speed of arm movement and manual dexterity would.

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Fleishman also identified nine PPAS (Physical
Proficiency Attributes)

• Static Strength
• Dynamic Strength
• Explosive Strength -coming out of blocks (power)
• Trunk Strength
• Extent Flexibility wrestling, gymnastics
• Dynamic Flexibility
• Gran Body Coordination -Gymnastics, wrestling
• Gran Body Equilibrium balance
• Stamina

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General vs. Specificity in motor ability(s)

• Is there such a thing as GMA?
• Motor abilities are specific (11 PMAs and 9
  PPAs). They are also quite INDEPENDENT i.e.
  there is very little relationship between them.
  See Table 2.1, The highest relationship
  (correlation) between the 6 balance test .31.
  This means that just because you score well on
  balance test does not mean you will do well on
  another test which measures a somewhat different
  balance ability

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How does one explain the all-around athlete?
Deion Sanders

• Are there fewer fewer as we go up the skill
  scale?
• Yes
• Why?
• Researchers seem to indicate that the
  all-around performer rather than GMA, has
  through genetics and experience (large playpen) a
  large amount of all the specific motor abilities.
  This allows him/her to have the foundation needed
  to LEARN a number of sports skills well.

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• Q. Can one predict very well from early skill
  level-how performance will be 2-4-6-8-10 years
  later?
• -Chapter 13-

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Why do we need to know about motor abilities?

• Designing Elem. Sch. P.E. curriculum need to
  incorporate activities that will develop all
  motor abilities later offer activities that
  will allow all to use their abilities
• Overcoming skill deficiencies L. may not make
  much progress because they lack development of
  several PMAs or PPAs - see A closer look in
  text p19 recall in Fadely teacher indicated
  it helped identify earlier deficits children
  may have work on them
• May help in predicting success later in sports
  etc. (Ch13)